ITIL Intermediate Course: CSI Instructor Guide_r3.2.0

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ITpreneurs™ Service Management

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ITIL® Intermediate

ITIL® is a registered trademark of the Cabinet Office.

Continual Service Improvement release 3.2.0 INSTRUCTOR GUIDE

www.ITpreneurs.com

Copyright

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ITIL Continual Service Improvement, Classroom course, release 3.2.0 Copyright © 2012 ITpreneurs. All rights reserved.

ITIL® is a registered trademark of the Cabinet Office.

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.

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Copyright and Trademark Information for Partners/Stakeholders.

IT Infrastructure Library® is a registered trade mark of the Cabinet Office. The Swirl logo™ is a trade mark of the Cabinet Office.

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.

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All contents in italics and quotes is from the ITIL® Service Lifecycle Suite © Crown copyright 2011 Reproduced under licence from the Cabinet Office.

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All other text is based on Cabinet Office ITIL® material. Reproduced under licence from the Cabinet Office.

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

Copyright © 2012 ITpreneurs. All rights reserved

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Contents V

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LIST OF ICONS LIST OF ACTIVITIES GENERAL TRAINING TIPS

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ACKNOWLEDGEMENTS FOLLOW US COURSE INTRODUCTION

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Introductions Course Learning Objectives Unique Nature of the Course

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Course Introduction

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2 3 4 4

Course Agenda and Exam Details

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ITIL Intermediate Classroom Course

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ITIL Intermediate Expert Program Course

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ITIL Intermediate Classroom Blended Course

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ITIL Intermediate Virtual Classroom Blended Course

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UNIT 1: CONTINUAL SERVICE IMPROVEMENT

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1.1 Purpose and Objectives

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1.2 Scope

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Course Qualification Scheme

COURSE AGENDA

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1.3 Value to the Business

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1.4 Approach to CSI

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1.5 Business Questions for CSI

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1.6 Context of CSI in the ITIL Service Lifecycle

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1.7 Inputs and Outputs of CSI

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1.8 Sample Test Question

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Summary of Unit 1

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UNIT 2: CONTINUAL SERVICE IMPROVEMENT PRINCIPLES

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2.1 Relationship Between CSI and Organizational Change

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2.2 Ownership

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2.3 The CSI Register

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2.4 Influence of SLM on CSI

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2.6 Importance of the Deming Cycle

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2.7 Effectively Using Various Aspects of Service Measurement

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2.8 Using CSI for Good Governance

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2.9 Frameworks, Models, Standards and Quality Systems

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2.10 Group/Individual Exercise

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Summary of Unit 2

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UNIT 3:THE CONTINUAL SERVICE IMPROVEMENT PROCESS


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3.2 Scope

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3.4 Policies, Principles, and Basic Concepts

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3.6 Triggers, Inputs, Outputs, and Interfaces 3.7 How Other Processes Play a Key Role in the Seven Step Improvement Process

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3.9 Challenges and Risks

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3.10 Group/Individual Exercise 3.11 Sample Test Question

UNIT 4: CSI METHODS AND TECHNIQUES

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4.1 What to Assess and When to Use Assessments

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Summary of Unit 3

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4.2 Using Gap Analyses to Identify Areas of Improvement 4.3 Benchmarking

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4.4 Service Measurement 4.5 Metrics

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4.6 Return on Investment (ROI)

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160 168 170 189 203 240 253

4.8 Using Availability Management Techniques

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4.9 Using Capacity Management Techniques and Iterative Activities

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4.10 Considering ITSCM Requirements and Risk Management

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4.11 Support from Problem Management

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4.7 Service Reporting

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4.13 Group/Individual Exercise

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Summary of Unit 4

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4.12 Support from Knowledge Management

UNIT 5: ORGANIZING FOR CSI

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3.5 Process Activities, Methods, and Techniques

3.8 Critical Success Factors and Key Performance Indicators

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2.5 Role of Knowledge Management in Improvement Initiatives

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5.1 Generic Service Owner

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5.2 Generic Process owner

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5.3 Process Manager

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5.4 Process Practitioner

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5.6 Seven Step Improvement Roles

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5.7 Comparing the CSI Manager Role with Other Roles

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5.8 Using RACI to Define Roles and Responsibilities

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Summary of Unit 5

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5.5 CSI Manager

UNIT 6:TECHNOLOGY CONSIDERATIONS

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6.1 Introduction

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6.2 ITSM Suites 6.3 Additional Tools Used in CSI 6.4 Sample Test Question Summary of Unit 6 UNIT 7: IMPLEMENTING CSI

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7.1 Considerations and Where to Start 7.2 Role of Governance in CSI

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7.3 Effect of Organizational Change on CSI 7.4 Communication Strategy and Plan

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7.5 Group/Individual Exercise 7.6 Sample test Question

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Summary of Unit 7

8.1 Challenges

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UNIT 8: CHALLENGES, CRITICAL SUCCESS FACTORS, AND RISKS

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382 387 393 405 413 415 417 421

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8.3 Risks

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Summary of Unit 8

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9.1 Mock Exam 1

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9.2 Mock Exam 2

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8.2 Critical Success Factors

UNIT 9: EXAM PREPARATION GUIDE

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APPENDIX A: CASE STUDY

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APPENDIX B: MIND MAP EXCERCISE

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APPENDIX C: GLOSSARY

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APPENDIX D: SYLLABUS

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APPENDIX E: ANSWERS (NOT APPLICABLE FOR INSTRUCTOR)

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APPENDIX F: DIAGRAMS (MACRO VIEW)

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APPENDIX G: RELEASE NOTES

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INSTRUCTOR FEEDBACK FORM

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LIST OF ICONS

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

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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

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

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

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Refers to the simplification of content that was previously difficult to understand or confusing

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Refers to an extra piece of information that is not very important but still good to know

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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 space for the students to take notes

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Refers to general-knowledge-based information that the instructor can use to provide relief to students during a serious or tedious classroom lecture

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

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This 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:

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LIST OF ACTIVITIES

Description Activity

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Generally, the instructor asks students to fill up a blank diagram or to answer given questions in their Workbook.

Delivery Instructions

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Direct the students to their Workbook. Ask them to do the Activity given in the Workbook. Ask the students to fill up the blank diagram/write their answers in the Workbook. Discuss the answer(s) in the class. Let the students know that they will also find the correct answers in Appendix E of their Workbook. or

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1. 2. 3. 4. 5.

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6. The students can find the sample answers in Topic XX of the Reference Material.

Description

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1. Initiate a controlled brainstorm on the . 2. Ask the students to read/analyze/inspect/assess the context provided in . 3. Direct them to write their response in the space provided in their Workbook. 4. Facilitate a brainstorm discussion on the and elicit responses from the students; encourage them to share their responses. 5. Note the key points on the whiteboard/flipchart. 6. Provide guidance when you feel the class is digressing. 7. Let students know that they will also find the correct answers in Appendix E of their Reference Material.

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Brainstorm

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

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

Compare and Contrast

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1. 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 flipchart/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 find the correct answers in Appendix E of their Reference Material.

Description

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


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Concept Jog

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1. 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. 2. Note the key points on the whiteboard/flipchart. 3. Provide guidance when you feel the class is digressing. 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-fire” style.


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

Critical Thinking

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1. Initiate a critical thinking session on the . 2. Guide the students to in the space given in their Workbook. 3. Ask them to share their reflections with the rest of the class (use this point ONLY if you would like this; REMOVE this point if you just want students to reflect for themselves, without sharing). 4. Ask them to share their reflections 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 reflect for themselves without sharing). 5. Let the students know that they will also find the correct answers in Appendix E of their Reference Material.

Description

Discussion

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


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1. 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. 3. Note the key points on the whiteboard/flipchart. 4. Provide guidance when you feel the class is digressing. 5. Let the students know that they will also find the correct answers in Appendix E of their Workbook.

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Description

This is a traditional method of instruction but is done from the Instructor Guide, not from the PowerPoint presentation. The students are encouraged to follow along in their Student Reference Materials.

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Lecture

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1. 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).


Description

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Mind Map

The 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.

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1. 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/flipchart. 4. Let them know that they will also find the correct answers in Appendix E of their Workbook.

Description


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1. Ask the class to spend a couple of minutes to reflect on what they have just learned. 2. Ask the students to list the 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/flipchart. 5. Check if the students have any questions. 6. Let them know that they will also find the correct answers in Appendix E of their Reference Material.

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Recall, Describe, and List

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The 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.

Description

Role-Play

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The instructor and the students play different roles. The instructor assigns roles to the students based on real-life situations/problems and asks them to act out their roles in a problem situation. The students give their views of/solutions to the situation/problem, per the specific roles assigned to them. Role-reversal can also take place where the students act as the instructor and teach the class.

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Part 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 . 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 find the following in their Workbook to complete their . 5. Instruct the students that they will be making presentations and to choose a member from their group for the presentation. Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved.

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Part 2:

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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 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 , ask them to make name cards for their and place it on the Instructor table before arrives. 10. After the , and the subsequent class interactions, it’s time to wear the Instructor’s hat again. Part 3:

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11. Inquire of the presenters what their experience was, and how they could have improved their . 12. Ask each team to take a couple of minutes to huddle together as a team and reflect upon their , 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.

Description

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Round-Robin

This 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.


Ask the class the question . Initiate a discussion on the question and the possible answers. Make all students contribute to the session. Note the key points on the whiteboard. The students can find the sample answers in Appendix E of their Workbook.

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1. 2. 3. 4. 5.

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1. Pick a student to read paragraph to the class. 2. Follow this with the question to drive the discussion on . or

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Description Real-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.

Scenario

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1. 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) in the Workbook. 4. Discuss the answer(s) in the class. 5. The students can find the sample answers in Appendix E of their Workbook.

Description


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Self-Study

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This is usually used for supplemental material after a topic has been covered. It is also used to create diversification of teaching techniques in order to keep students engaged. In Class and at Home:

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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.

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The 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 Instructions 1. Direct the students to read the in their Workbook. 2. Ask them to analyze the various aspects and nuances of the . 3. Ask them to in the space provided in their Workbook, based on the . 4. Ask them to randomly take turns to share their responses. If they are required to create a , seek a volunteer(s) to come draw it on the whiteboard/flipchart, and initiate a discussion around it. 5. Encourage the students to take notes during the discussion. 6. Summarize the key points on the flipchart/whiteboard. 7. Let the students know that they will also find the correct answers in Appendix E of their Reference Material.

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Solve a Common Problem/ Risk Mitigation

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Description


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Description This 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 teachback session reflects the appropriate content.

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Teach-Back

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1. 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 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.

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Description The Big “Why”

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The instructor asks “The Big ‘Why’” questions to introduce a 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).


Display the question(s) given on the slide. Ask the class to answer the question(s) shown on the slide. There is no provision of space for answers in the students’ Workbook. The students need to given verbal answers to the question(s) asked in class. 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.

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1. 2. 3. 4. 5.

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Description

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The 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.

Think-PairShare

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1. 2. 3. 4. 5. 6.

Display the slide. Ask the class to answer the question(s) shown on the slide. Ask the class to write their answer(s) under the relevant questions in the Workbook. Give the class anywhere from 10 secs to 5 mins to work individually. Ask the students to pair up with a partner to compare or discuss their responses. The students can find the sample answers in Appendix E of their Workbook.


GENERAL TRAINING TIPS Value of Scenarios

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Scenarios 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:

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 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.

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 Share the story, as if you are talking to a close friend.  Keep your story brief and to the point.

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 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.

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 If the experience is someone else’s, be upfront about saying that.

Don’ts:

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 Be careful not to use space fillers, such as “and,” “umm,” “but,” “ok,” and “ya’ know,” because they detract from the story.

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 Avoid too many personal stories because that can give the impression that you are merely “reminiscing.”

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 Avoid topics such as religion, politics, race, gender, or age. These can be controversial.

Facilitating

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The 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

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 Explains concepts when they are unknown  Answers questions  Transfers energy by encouraging particular points of view/ideas

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 Guides participants to correct conclusions (doesn’t just correct answers)

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 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 field 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 WIIFM

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WIIFM 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 reaffirm it frequently throughout the course to maintain participants’ commitment to learning from this course. For example, you can say things like:  “People often find they need ITIL, and the principles and practices covered in the OSA course, for their jobs.”

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 “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 It

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Participants 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 Atmosphere

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Create 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.

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Find Useful skills

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Provide 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.

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Use Practical Examples

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Supplement 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.

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Respect Participants’ Feelings and Thoughts

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Adult 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 Presentation

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Try 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 Management

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Some 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 specific topics.

The Top-Ten (Non-ITIL/OSA) Questions That Participants Ask We 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 finish 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?

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 Has my management attended this class?  How are you qualified to train us?  How will this course help me improve my career prospects?  What other ITIL or other courses would I benefit from?  How much do those other trainings cost?

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 Are you going to cover anything important in the next hour?

 Can we contact you directly to train for my company or should we only go via ITpreneurs/their partner?

Considerations for Adult Learners

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Adults 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.

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Learner Goals

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Most adult learners are goal-oriented and already know their goals when they arrive for the course. You should find out their goals when they introduce themselves on the first day of the course. Goals are not the same as course or unit objectives.

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Participants usually enroll in an OSA course for one or more of the following reasons:

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 Networking: Those attending OSA courses are like-minded people in similar working environments, who could offer business opportunities.

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 External expectations: An employer/customer requests the certification, or potential clients have a condition that contractors must use a structured methodology. Encourage the sharing of experiences.

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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 benefit 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 Activities

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The 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 ”

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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 finished (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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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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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 find some hilarious combinations!

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ACKNOWLEDGEMENTS

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We would like to sincerely thank the experts who have contributed to and shaped ITpreneurs’ ITIL Intermediate product suite.

ITpreneurs’ Course Reviewers

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Anessi, Ray - Pangloss Group

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Costigan, Michael D - CSC Mohr, Julie - Blue Print Audits Vikdal, Mike - Auslyn Group Wigmore, Michael - Independent Pondman, Dick - Independent Burgers, Jurian - Independent Rijken, Adriaan - Independent

ITpreneurs’ Course Exercise Writers Foederer, Marcel - ITpreneurs Mohr, Julie - Blue Print Audits Vikdal, Mike - Independent Wigmore, Michael - Independent Jordon, Cazzy - General Dynamics Information Technology


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www.ITpreneurs.com

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

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Course Introduction


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ITIL Intermediate Certification Level | Continual Service Improvement

INTRODUCTIONS Continual Service Improvement

ITIL ®

Intermediate

Course Learning Objectives

Course Introduction

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Welcome!

Unique Nature of the Course

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Introductions

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Course Introduction

Please share with the class: • Your name • Your profession • Your role • Your familiarity with Information Technology Infrastructure Library (ITIL®)

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• What you expect to learn over the next few days

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• Your background in IT

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

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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.

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It is important to understand the level of each student because it indicates the following challenges that the students may face: Difficulty in understanding the concepts taught because applying “best practices” is unfamiliar territory.

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

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•

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To overcome these challenges, you must question the students about their expectations from the course. You can record the students’ expectations on a flipchart. The expectations may range from passing the exam to wanting to implement 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.

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Instructor | ITIL Intermediate Certification Level | Course Introduction

COURSE INTRODUCTION Continual Service Improvement

ITIL ®

Intermediate


Course Introduction


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Overview

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Introductions

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Course Introduction

Continual Service Improvement (CSI) is one of the five courses that are part of the ITIL Intermediate Lifecycle stream. The CSI course helps you understand and implement ITIL best practices related to: • CSI processes • CSI activities, methods, and techniques

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• Organizing for CSI

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• CSI principles

• Technology considerations • Implementing CSI

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• Challenges, Critical Success Factors (CSFs), and Risks

Overview

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

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CSI is one of the five courses that are part of the ITIL Intermediate Lifecycle stream. The CSI course helps you understand and implement ITIL best practices related to the principles, processes, and common operation activities of CSI, organizing CSI, the technology and implementation considerations related to CSI, and the challenges, CSFs, and Risks associated with CSI.

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To understand CSI, it is important to know the Learning Objectives of the CSI course.The list on the slide will help you understand what you will be able to do after taking this course.


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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 Continual Service Improvement

ITIL ®

Intermediate

Course Introduction Unique Nature of the Course

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Course Introduction

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Introductions

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

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At the end of this training, you will have gained the knowledge and skills to:

• Learn how the CSI process interacts with other Service Lifecycle processes. • Recognize the methods and techniques used in CSI.

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• Learn about the roles and responsibilities within CSI and the activities and functions necessary to achieve CSI excellence.

• Understand the technology and implementation considerations surrounding CSI.

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• Outline the challenges, Critical Success Factors (CSFs), and Risks associated with CSI.

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UNIQUE NATURE OF THE COURSE

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Continual Service Improvement

ITIL ®

Intermediate

Course Introduction

Introductions



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Course Introduction

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Course Delivery Method

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

Participate in your learning experience.

You will benefit when you:

Internalize learning to take your final examination.

Apply new, practical experience.

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Course Delivery Method

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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 final examination successfully, and to apply your new practical experience at the workplace. Continual Service Improvement

ITIL ®

Intermediate

Course Introduction

Introductions


Course Introduction


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Sample from the Student Reference Material and Workbook

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

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


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

Mock Exam

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

The Royal Chao Phraya Hotel Case Study

Activities 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.

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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.

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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.

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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.

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

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Intermediate Course Matrix Important information on Intermediate-level syllabi:

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The composition of the ITIL Intermediate-level syllabi has a fair degree of overlap in concepts across each of the qualifications. Consequently, the courses reflect this overlap. As you progress through the Intermediate levels and add one qualification after another, you may find an increase in the repetition of concepts.

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

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Delivery Instructions Teaching Style Suggestions

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

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

Continual Service Improvement Course Introduction


ITIL Qualification Scheme and Credit Assignment

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ITIL ®

Intermediate

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COURSE QUALIFICATION SCHEME

Legend

Service Strategy

SD

Service Design

ST

Service Transition

SO

Service Operation

CSI


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SS

OSA

Operational Support and Analysis

PPO

Planning, Protection, and Optimization

RCV

Release, Control, and Validation

SOA

Service Offerings and Agreements

© Crown Copyright 2011 Reproduced under licence from the Cabinet Office

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Qualification Scheme

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

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

The Foundation level focuses on knowledge and comprehension to provide a good grounding in the key concepts, terminology, and processes of ITIL. The new Intermediate level contains two streams, a Lifecycle stream and a Capability stream. Continual Service Improvement

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ITIL ®

Intermediate

Course Introduction Course Agenda and Exam Details

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Continual Service Improvement Improvement Process

Reporting Management

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Measurement Management

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

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

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The Capability stream is built around four clusters:  Operational Support and Analysis (OSA): Event Management, Incident Management, Request Fulfilment, Problem Management, Access Management, Service Desk, Technical Management, IT Operations Management, and Application Management  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 Configuration Management, Knowledge Management, Request Fulfilment, and Change Evaluation

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 Service Offerings and Agreements (SOA): Service Portfolio Management, Service Level Management, Service Catalogue Management, Demand Management, Supplier Management, Financial Management 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 ITIL Expert.

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

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After gaining the requisite number of 22 credits through your education at the Foundation, Intermediate, and Managing Across the Lifecycle levels, you will be awarded the ITIL Expert qualification. No further examination or course is required to gain the qualification. The Advanced-level certification will assess your ability to apply and analyze ITIL concepts in new areas.

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COURSE AGENDA AND EXAM DETAILS

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

Course Prerequisites:

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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.


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ITIL ®

Intermediate

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


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Exam Requirements

Duration: 1.5 hours Questions: 8 Multiple-Choice Questions

Each question has 4 Answer Options

Scoring Scheme: Most Correct Answer: Worth 5 marks Second Best Answer: Worth 3 marks Third-Best Answer: Worth 1 mark Distracter: No marks

Format: Closed-book, online, or paper-based examination Pass Score: 28/40 or 70% Distinction Score: Not defined yet Contact Hours: 21-hour formal training with Accredited Training Organization (ATO)

Personal Study Hours by APMG: 21 hours Provisions for additional time relating to language: Candidates completing an exam: • in a language that is not their mother tongue, and • where the language of the exam is not their primary business language, have a maximum of 120 minutes to complete the exam and are allowed the use of a dictionary 9


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Useful Tips for Writing the Exam:

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 Review the syllabus in your course material.

 Use the syllabus to focus your study within the identified chapters in the core ITIL books to prepare for the exam.

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 The exam is written to a depth where you not only need to have a strong core competency in the ITIL best practices, but also need to be able to apply this knowledge in practical scenarios.  Read each question CAREFULLY.  Remember that there will be qualifiers 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.

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

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

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 Because this exam is gradient marked, you will most likely find very close similarities with the remaining answers.  If you are stuck on a question, skip it and move to the next one.

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

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

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1. Review the 3-day course agenda with the students.

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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).

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

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Let the students know that each unit will include practice questions, with a mock exam conducted on Day 3. As a result, the students will be very familiar with the format by the time they finish the course.

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Course Agenda ITIL Intermediate

Classroom Course

1 Continual Service Improvement

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Subject

Start

End

Total Time

Course Introduction

08:00

08:30

00:30

1


2

Continual Service Improvement Principles LUNCH

2

Continual Service Improvement Principles

3

The Continual Service Improvement Process

08:30

10:45

02:15

10:45

12:00

01:15

12:00

01:00

01:00

01:00

02:00

01:00

02:00

05:00

03:00

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Homework (review of day's material) TOTAL

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Total – (less lunch & homework)

01:00 10:00 08:00

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Note: Reading the Case Study

(in hours)

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Unit

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Day

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The case study used for activities in this course can be found in Appendix A of the Instructor Guide and Student Reference Material. It is recommended that you read through the case study during the first break. This will enhance your understanding of the scenarios used for the activities.

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


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Note: Personal Study Recommendation for Students The CSI syllabus recommends 21 hours of personal study in addition to the assigned classroom time.

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

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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.

Some ideas for structured personal study:

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

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Refer to Appendix B for a sample mind-map exercise and for instructions on how to do this exercise (this is also provided to 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 at the start or end of the class to discuss these gaps with your students and clarify concepts.

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


Unit

Subject

3


4

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Day

End

Total Time

08:00

09:00

01:00

CSI Methods and Techniques

09:00

12:00

03:00

LUNCH

12:00

01:00

01:00

01:00

05:00

04:00

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Start


Homework (review of day's material)

01:00

TOTAL

10:00

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4

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12

(in hours)


08:00


3

Day


Unit

Subject

Start

End

Total Time

5

Organization for CSI

08:00

09:45

01:45

6

Technology Considerations

09:45

11:00

01:15

7

Implementing CSI

11:00

12:00

01:00

LUNCH

12:00

01:00

01:00

01:00

02:00

01:00

02:00

03:00

01:00

03:00

04:00

01:00

04:00

05:30

01:30

Implementing CSI

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Challenegs, Critical Success Factors, and Risks

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Exam Preparation / Mock Exam

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7

(in hours)

Exam

09:30

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TOTAL Total – (less lunch & exam)

23 hours

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TOTAL CONTACT HOURS

07:00


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Course Agenda

Expert Program Course

2 Continual Service Improvement (after SS class)

Day

Start

End

Time*

Course Introduction

02:00

02:30

00:30

1

Continual Service Improvement (incl. 10-min RECAP)

02:30

03:00

00:30

2

Continual Service Improvement Principles (incl. 30-min RECAP)

03:00

04:00

01:00

3

Continual Service Improvement Process (incl. 60-min RECAP)

04:00

05:00

01:00

Total

03:00

4 Continual Service Improvement (after SD class) Subject

3

*All times in hours

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Day Unit

Continual Service Improvement Process

Start

End

Time*

02:00

05:00

03:00 03:00

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Total

2 Continual Service Improvement (after ST class)

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Day Unit

Subject CSI Methods and Techniques (incl. 45-min RECAP)

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4

*All times in hours Start

End

Time*

02:00

05:00

03:00 03:00

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Total

4 Continual Service Improvement (after SO class)

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Day Unit

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Subject

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Unit

*All times in hours

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ITIL Intermediate

Subject


End

Time*

Organization for CSI (incl. 10-min RECAP)

02:00

02:30

00:30

6

Technology Considerations (incl. 10-min RECAP)

02:30

03:30

01:00

7

Implementing CSI (incl. 20-min RECAP)

03:30

05:00

01:30

8

Challenges, Critical Success Factors, and Risk (incl. 15-min RECAP)

05:00

06:00

01:00

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Total

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TOTAL CONTACT HOURS

14


04:00 13 hours


Course Agenda

Classroom Blended Course


Day

Start

End

Course Introduction

08:00

08:30

00:30

1

Continual Service Improvement (Incl.10 mins recap)

08:30

09:00

00:30

2

Continual Service Improvement Principles (Incl. 30 mins recap)

09:00

10:00

01:00

3

The Continual Service Improvement Process (Incl. 60 mins recap)

10:00

12:00

02:00

12:00

01:00

01:00

01:00

03:00

02:00

03:00

05:00

02:00


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LUNCH 3

Homework (review of day’s material)


Unit

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Day

Subject

01:00 10:00 08:00

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Total Total – (less lunch & homework)

Time*

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Subject

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Unit

*All times in hours

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ITIL Intermediate


End

Time*

08:00

09:00

01:00


5

Organization for CSI (Including 10 mins recap)

09:00

09:30

00:30

6

Technology Considerations (Including 10 mins recap)

09:30

10:30

01:00

7

Implementing CSI (Including 20 mins recap)

10:30

12:00

01:30

12:00

01:00

01:00

01:00

02:00

01:00

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LUNCH

Challenegs, Critical Success Factors, and Risks (Including 15 mins recap) Total

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Total – (less lunch)

13:00 hours

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TOTAL CONTACT HOURS


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Course Agenda

Virtual Classroom Blended Course


Day

Start

End

Time*

Course Introduction

08:00

08:30

00:30

1

Continual Service Improvement (Incl.10 mins recap)

08:30

09:00

00:30

2

Continual Service Improvement Principles (Incl. 30 mins recap)

09:00

10:00

01:00

3

The Continual Service Improvement Process (Incl. 60 mins recap)

10:00

12:00

02:00

12:00

01:00

01:00

01:00

03:00

02:00

03:00

05:00

02:00

LUNCH The Continual Service Improvement Process

4


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3

Homework (review of day’s material)

2 Continual Service Improvement Subject

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Unit

10:00 08:00

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Day

01:00

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Total

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Subject

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Unit

*All times in hours

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ITIL Intermediate


End

Time*

08:00

09:00

01:00


5

Organization for CSI (Including 10 mins recap)

09:00

09:30

00:30

6

Technology Considerations (Including 10 mins recap)

09:30

10:30

01:00

7

Implementing CSI (Including 20 mins recap)

10:30

12:00

01:30

LUNCH

12:00

01:00

01:00

01:00

02:00

01:00

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4

Challenegs, Critical Success Factors, and Risks (Including 15 mins recap)

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Total

05:00

TOTAL CONTACT HOURS

13:00 hours

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Total – (less lunch)

Sa

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Each Cup represents one break.

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06:00


Unit1

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Continual Service Improvement Unit 1 : Continual Service Improvement

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ITIL ®

Intermediate

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Overview

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Continual Service Improvement (CSI) is an organizational concept that has been discussed for many years. However, for some organizations, the concept has failed to move beyond discussion. CSI becomes a project when something has failed and severely affects the business.

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However, when the issue is resolved, CSI is quickly forgotten until the next major failure occurs.

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Overview

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Continual Service Improvement (CSI) is an organizational concept that has been discussed for many years. However, for some organizations, the concept has failed to move beyond discussion. CSI becomes a project when something has failed and severely affects the business. However, when the issue is resolved, CSI is quickly forgotten until the next major failure.

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When an organization undergoes the process of identifying its Services and developing and implementing IT Service Management (ITSM) processes to enable those Services, many believe that the hard work is over. But they are wrong; the real work has only just started. Questions such as “How do organizations use new processes?” and “How do organizations measure, report, and use data to not only improve new processes but continually improve the Services they provide?” need conscious decisions. This helps in the adoption of CSI, with clear, defined targets, documented procedures, inputs, outputs, and identified roles and responsibilities. CSI has to be embedded within each organization’s culture for it to be successful.

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Instructor | ITIL Intermediate Certification Level | Continual Service Improvement


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ITIL ®

Intermediate

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Topics Covered in This Module This module consists of the following topics:

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1.1 Purpose and Objectives 1.2 Scope 1.3 Value to the Business 1.4 Approach to CSI 1.5 Business Questions for CSI 1.6 Context of CSI in the ITIL Service Lifecycle 1.7 Inputs and Outputs of CSI

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Unit 1 : Continual Service Improvement

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Intermediate

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

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• Understand the purpose and objectives of CSI. • Define the scope of CSI. • Understand the value of CSI to the business. • Ensure that a CSI initiative is warranted. • Understand the interfaces of CSI with other Service Lifecycle phases. • Identify the inputs and outputs of CSI.

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• Describe the different approaches to CSI.

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1.1 PURPOSE AND OBJECTIVES Continual Service Improvement

ITIL ®

Intermediate


1.4 Approach to CSI

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1.2 Scope

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Recall Prior Learning

• What are the purpose and objectives of CSI?

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• Describe the purpose and objectives of CSI.

Note:

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1. Based on your Foundation class, describe the purpose and objectives of CSI.

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3. Activity!

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2. Write your response in the space provided in your Workbook.

Activity Learning Outcomes

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At the end of this activity, students will be able to:

 Align Services with changing business needs.

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 Improve processes.

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 Identify improvement opportunities in the Service Lifecycle.  Improve efficiency and effectiveness.

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 Provide a singular focal point for improvement opportunities.

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Bloom’s Level: 3, 4

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Suggested Activity Duration: 5 mins

Q1. Describe the purpose and objectives of CSI. Sample Answer: Refer to Topic 1.1 in the Reference Material. Q2. Describe the purpose and objectives of CSI.

20


5


Sample Answer: The purpose and objectives of CSI are:  Align Services with changing business needs.

rin

t

 Identify improvement opportunities in the Service Lifecycle.  Improve processes.  Provide a singular focal point for improvement opportunities. Continual Service Improvement

ITIL ®

Intermediate

Unit 1 : Continual Service Improvement 1.2 Scope


1.4 Approach to CSI

fo


rR ep

 Improve efficiency and effectiveness.

Purpose CSI:

N

ot

• Is a very useful set of best practices to employ because it is tasked to keep an eye on the various Service applications and Service Operations within the Service Lifecycle of a company. • Is essential for measuring and improving.

l-

• Aligns IT Services with changing business needs by identifying and implementing improvements to IT services that support business process

ervice Strategy ervice Design ervice Transition ervice Operation

at

er

ia

CSI-driven improvement activities support the Service Lifecycle through:

pl e

M

6

Purpose

m

Core Guidance Reference — CSI 1.1.1 Student Reference Material — Pg. 14

Sa

Continually align and realign IT Services with varying business needs by recognizing and making improvements to IT Services that support business processes. CSI is a very useful set of best practices to employ because it is tasked to keep an eye on the various Service applications and Service Operations within the Service Lifecycle of a company. This approach helps ease the unnecessary worries and problem areas of Service Operation. CSI-driven improvement activities support the Service Lifecycle through Service Strategy, Service Design, Service Transition, and Service Operation. In effect, CSI is about looking for ways to improve effectiveness, efficiency, as well as cost-effectiveness.


21


In order to identify improvement opportunities, the measurement of current performance is an important factor. Consider the following sayings about measurements and management:  You cannot manage what you cannot control.

t

 You cannot control what you cannot measure.

rin

 You cannot measure what you cannot define

rR ep

If an organization fails to execute, supervise, and assist ITSM processes using clearly outlined goals, purposes, and correct measurements that lead to actionable developments, the business will suffer. CSI offers many significant benefits that aim to keep track of and boost the progress of a Service across its Lifecycle. Without CSI, an organization could lose valuable hours and experience increased costs, status loss, or possibly, business failure. That is why it is essential to know what to measure and why it is being measured, and describe the successful result. Continual Service Improvement

ITIL ®

Intermediate


1.2 Scope


ot

Objectives

1.4 Approach to CSI

fo


The objectives of CSI are:

N

• “Review, analyse, prioritize and make recommendations on improvement opportunities in each lifecycle stage: service strategy, service design, service transition, service operation and CSI itself

l-

• Review and analyse service level achievement

• Identify and implement specific activities to improve IT service quality and improve the efficiency and effectiveness of the enabling processes

ia

• Improve cost effectiveness of delivering IT services without sacrificing customer satisfaction

er

• Ensure applicable quality management methods are used to support continual improvement activities

at

• Ensure that processes have clearly defined objectives and measurements that lead to actionable improvements • Understand what to measure, why it is being measured and what the successful outcome should be.”

pl e

M

(Source: Continual Service Improvement book)

T

Just Concluded

1.1

R

A

S

I

T

I

Coming Up

O

N

1.2

Scope

Sa

m

Purpose and Objectives

N

7

22



1.2 SCOPE Continual Service Improvement

1.2 Scope


Round-Robin Discussion Discuss the scope of CSI.

fo

Note:

1.4 Approach to CSI

rin


t


rR ep

ITIL ®

Intermediate

1. Based on the purpose and objectives of CSI, what is the scope of CSI?

ot


8

ia

l-

N

3. Round-Robin discussion!


er


 Understand Services and the Service Portfolio.

at

 Comprehend Service Management.

M

 Identify the processes and people involved in CSI.

pl e

 Describe continuous improvement activities.

m

Bloom’s Level: 3, 4

Sa

Suggested Activity Duration: 5 mins


23


Q1. Discuss the scope of CSI. Sample Answer:

t

The scope of CSI includes:

rin

 Services and the Service Portfolio  Service Management

rR ep

 Processes and people  Continuous improvement activities Continual Service Improvement Unit 1 : Continual Service Improvement


1.2 Scope


1.4 Approach to CSI

fo

ITIL ®

Intermediate

Scope

N

ot

The overall health of ITSM as a discipline

l-

The continual alignment of the service portfolio with the current and future business needs

ia

The maturity and capability of the organization, management, processes and people utilized by the services

er

Continual improvement of all aspects of the IT service and the service assets that support them

Scope

9

pl e

M

at


m


Sa

ITIL has always been about the need for Service Providers to follow consistent, repeatable processes, demonstrate Service quality, and look for improvements as part of Service quality. CSI has to address three key areas. They are:  The overall health of the ITSM discipline  The constant alignment of the IT Service Portfolio with present and future business needs  The maturity and capability of the organization, management, processes and people utilized by the services  Continual improvement of all aspects of the IT Service and the Service Assets that support them

24




ITIL ®

Intermediate

Unit 1 : Continual Service Improvement 1.3 Value to the Business

1.4 Approach to CSI

t

1.2 Scope

Activities Supporting CSI The activities that help CSI are:

rR ep

• “Reviewing management information and trends to ensure that services are meeting agreed service levels

rin


• Reviewing management information and trends to ensure that the output of the enabling processes are achieving the desired results

• Periodically conducting maturity assessments against the process activities and associated roles to demonstrate areas of improvement or, conversely, areas of concern

fo

• Periodically conducting internal audits verifying employee and process compliance”

10

ia

l-

N

ot


er

Activities of CSI

at

To execute CSI successfully, a Service Provider has to understand the various activities applicable to CSI. The activities that help CSI are:  “Reviewing management information and trends to ensure that services are meeting agreed service levels

M

 Reviewing management information and trends to ensure that the output of the enabling processes are achieving the desired results

pl e

 Periodically conducting maturity assessments against the process activities and associated roles to demonstrate areas of improvement or, conversely, areas of concern  Periodically conducting internal audits verifying employee and process compliance  Reviewing existing deliverables for appropriateness

m

 Periodically proposing recommendations for improvement opportunities

Sa

 Periodically conducting customer satisfaction surveys  Reviewing business trends and changed priorities, and keeping abreast of business projections  Conducting external and internal service reviews to identify CSI opportunities  Measuring and identifying the value created by CSI improvements”



25


t

CSI activities have to be planned and scheduled on a continuous basis because they do not take place automatically.The CSI activities must be owned by the IT organization so that it handles the responsibility well and has the right authority to make things happen. CSI activities regularly become a process within IT, with defined activities, inputs, outputs, roles, and reporting. The correct implementation of CSI ensures that a Service Provider creates and sets up ITSM processes in support of an end-to-end Service Management approach to business customers.

T

Just Concluded

R

A

N

S

1.2

I

T

I

Coming Up

O

rR ep

rin

Another key factor to monitor is whether CSI deliverables are being continuously evaluated to validate totality, functionality, and feasibility. This ensures that CSI deliverables remain up to date and usable. The monitoring of quality indicators and metrics has to identify the improvement areas in the process. Because any improvement initiative will most probably necessitate Changes, definite improvements will have to follow the defined ITIL Change Management process. N

1.3

Value to the Business

fo

Scope

1.3 VALUE TO THE BUSINESS

N


Intermediate



1.4 Approach to CSI

ia


l-

ITIL ®

ot


er


at

Adopting CSI best practices enables organizations to deliver significant benefits setting up CSI and the process that supports it, and to make effective use of the process to facilitate the effective improvement of service quality.

M

Adopting CSI methods and consistent approaches to continual improvement will help your organization: • “Lead to a gradual and continual improvement in service quality, where justified

pl e

• Ensure that IT services remain continuously aligned to business requirements • Result in gradual improvements in cost effectiveness through a reduction in costs and/or the capability to handle more work at the same cost

Sa

m

• Use monitoring and reporting to identify opportunities for improvement in all lifecycle stages and in all processes

26

• Identify opportunities for improvements in organizational structures, resourcing capabilities, partners, technology, staff skills and training, and communications.” (Source: Continual Service Improvement book)

11



T

Just Concluded

R

A

N

S

I

T

I

Coming Up

1.3

O

N

1.4

Approach to CSI

rin

t




1.2 Scope


1.4 Approach to CSI

fo

ITIL ®

Intermediate

rR ep

1.4 APPROACH TO CSI

Discussion

ot

• What approaches to CSI have you used in your environment?

N

• Discuss the steps of the CSI process. • In your environment, what approaches have you used to drive CSI?

l-

• Identify at least one approach to CSI and discuss what worked and what didn’t.

ia

Note:


er

2. Discussion!

at

12

M


At the end of this activity, students will be able to:  Identify the process measurements used to improve process efficiency and effectiveness.

pl e

 Identify the quality team that creates reports that are used to identify trend performance.  Understand that improvement opportunities are run as projects with formal Project Management methodologies.

Sa

m

 Identify other typical types of improvement activities.

Bloom’s Level: 3, 4 Suggested Activity Duration: 5 mins


27


Q1. What approaches to CSI have you used in your environment? Sample Answer:

rin

t

Service improvement focuses on maximizing the efficiency and effectiveness of Services and supporting processes. The only way to do this successfully is to ensure that there is a formal approach to the identification of improvement opportunities across the Service Lifecycle. Some approaches to CSI are:

rR ep

 Process measurements are used to improve process efficiency and effectiveness.  The quality team creates reports used to trend performance.

 Improvement opportunities are run as projects with formal Project Management methodologies.  Other typical types of improvement activities. Q2. Discuss the steps of the CSI process.

fo

Sample Answer: Refer to Topic 1.3 in the Reference Material.

Q3. In your environment, what approaches have you used to drive CSI?

ot

Sample Answer: There is no sample answer.

N

Q4. Identify at least one approach to CSI and discuss what worked and what didn’t. Sample Answer: There is no sample answer.

l-




er


ia

ITIL ®

Intermediate

Business vision, mission, goals and objectives

M

at

What is the vision?

1.4 Approach to CSI

Sa

m

pl e

How do we keep the momentum going?

28

Where are we now?

Baseline assessments

Where do we want to be?

Measurable targets

How do we get there?

Service and process improvement

Did we get there?

Measurements and metrics

Adapted from Continual Service Improvement Approach © Crown Copyright 2011 Reproduced under licence from Cabinet Office

13



t

CSI Approach

rin

Core Guidance Reference — CSI 3.1 Student Reference Material — Pg. 19

rR ep

The given diagram shows the many opportunities for CSI and its constant improvement cycle. The CSI approach is summarized in six steps:  Adopt the vision by comprehending the high-level business objectives. The vision should align the business and IT strategies.

fo

 Assess the existing situation to get a correct, fair snapshot of where the organization is at present. This baseline evaluation is a study of the present position in terms of the business, organization, people, process, and technology.  Understand and agree on priorities for improvement. The complete vision may be years away, but this step gives precise goals and a manageable timeframe.

ot

 Detail the CSI plan to attain higher-quality Service Provision by implementing ITSM processes.

N

 Verify that measurements and metrics are in place to ensure that milestones were realized, process compliance was high, and business objectives and priorities were met by the level of Service.

T

Just Concluded

R

A

N

S

1.4

I

T

l-

 Maintain the quality improvement momentum by guaranteeing that Changes become embedded in the organization. I

Coming Up

O

N

1.5

Business Questions for CSI

Sa

m

pl e

M

at

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Approach to CSI


29


1.5 BUSINESS QUESTIONS FOR CSI Continual Service Improvement




t

Unit 1 : Continual Service Improvement 1.8 Sample Test Question

rin

ITIL ®

Intermediate

rR ep

Business Questions for CSI If the business does not develop an understanding of the reasons for the given questions, it can lead to challenges or poor Service. Question

Reason

The IT Service Provider asks this question to better understand what the long-term goals are.

Where are we now?

The business should ask this question as it creates a baseline of delivered Services.

Where do we want to be?

The answer to this question helps define business requirements.

How do we get there? What improvement initiatives are required to achieve the short-, medium-, and longterm goals?

When an opportunity is identified, it should be captured in the CSI register.

Did we get there?

Progress is documented through monitoring, reporting, and reviewing Service level achievements and actual performance against targets. 14

at


er

ia

l-

N

ot

fo

What is the vision?

M


pl e

CSI needs to work with the business for decision-making on improvement initiatives. Decisions must be made that make sense and add the greatest value to the business. The business should ask key questions that will assist in determining whether a CSI initiative is warranted or not.

Sa

m

The CSI approach in the previous unit can be used to enable the business to ask the correct questions from both the business and the IT perspective. If the business does not develop an understanding of the questions listed in the table on the slide, it can lead to challenges or poor Service.

30

CSI can add value to the design of a new Service, proactively prevent potential flaws, and be executed within Service Strategy, Service Design, Service Transition, and Service Operation.



T

Just Concluded

R

A

N

S

I

T

I

Coming Up

1.5

O

N

1.6

Context of CSI in the ITIL Service Lifecycle

1.6 CONTEXT OF CSI IN THE ITIL SERVICE LIFECYCLE

rR ep






fo

ITIL ®

Intermediate

rin

t


Brainstorm

N

ot

Brainstorm about how CSI helps the other stages of the Service Lifecycle. Identify at least one way that CSI relates to or interfaces with Service Strategy, Service Design, Service Transition, and Service Operation.

l-

Note:

• Write your response in the space provided in your Workbook.

15

at

er

ia

• Brainstorm!

M



pl e

 Assist with strategy, define Patterns of Business Activities (PBAs), identify user profiles, and align the Service Portfolio with business needs.  Measure Service availability and capacity, and identify ways to improve security, manage Risk, measure supplier performance, and so on.

Sa

m

 Support Risk assessment during Change Management, support the data, information, knowledge, and wisdom model (DIKW model), and work with Knowledge Management to get the right information to the right place to support decision-making.  Measure and monitor the live environment, trend analyses of Incidents, and Problems to identify quality improvement opportunities and so on.


31


rin

t


rR ep

Q1. Brainstorm about how CSI helps the other stages of the Service Lifecycle. Identify at least one way that CSI relates to or interfaces with Service Strategy, Service Design, Service Transition, and Service Operation. Sample Answer:

 Service Strategy: Assists with strategy, defines PBAs, identifies user profiles, and aligns the Service Portfolio with business needs.

fo

 Service Design: Measures Service availability and capacity, and identifies ways to improve security, manage Risk, measure supplier performance, and so on.

ot

 Service Transition: Supports Risk assessment during Change Management, supports the data, information, knowledge, and wisdom model (DIKW model), and works with Knowledge Management to get the right information to the right place to support decision-making.


Unit 1 : Continual Service Improvement 1.6 Context of CSI in the ITIL Service Lifecycle



er


ia

ITIL ®

Intermediate

l-

N

 Service Operation: Measures and monitors the live environment, trend analyses of Incidents, and Problems to identify quality improvement opportunities and so on.

at

Example of Improvement Opportunities for CSI

Sa

m

pl e

M

CSI will achieve limited success if it focuses only on the Service Operation phase. It will be like leaving a Problem untreated and treating the symptoms of the Problem instead. Often, the Problem begins at the Service Strategy or Service Design phase. The implementation of a Service improvement process has to have a broader outlook to be of much greater value to the business.

32

16



t


rin


rR ep

Interfaces with Other Service Lifecycle Phases

The success of CSI depends on the improvement opportunities offered throughout the Service Lifecycle. An example of improvement opportunities for CSI is given on the slide. The Service Portfolio acts as the connection between each Service Lifecycle phase. It is the “spine” that keeps the phases connected to each other.

fo






ot

ITIL ®

Intermediate

N

Service Strategy

ia

l-

Service Strategy describes the principles underpinning the practice of Service Management that are useful for developing Service Management policies, guidelines, and processes.

at

er

Service Strategy includes the development of market spaces, characteristics of internal and external provider types, Service Assets, the Service Portfolio and implementation of strategy through the Service Lifecycle.

17

m

pl e

M

Service Strategy helps organizations to set objectives and expectations of performance towards serving customers and market spaces, and to identify, select, and prioritize opportunities.

Sa

Service Strategy At the center of the Service Lifecycle is Service Strategy. Every organizational asset, including people, processes, and products should support the strategy. Service Strategy describes the principles underpinning the practice of Service Management that are useful for developing Service Management policies, guidelines, and processes across the ITIL Service Lifecycle. Service Strategy includes the development of market spaces, characteristics of internal and external provider types, Service Assets, the Service Portfolio and implementation of strategy through the Service Lifecycle. Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved.

33


Service Strategy helps organizations to set objectives and expectations of performance towards serving customers and market spaces, and to identify, select, and prioritize opportunities.


Intermediate





Service Design


rR ep

ITIL ®

rin

t

Service Strategy is about ensuring that organizations are in a position to handle the costs and Risks associated with their Service Portfolios, and are set up not just for operational effectiveness but for distinctive performance.

fo

Service Design encompasses the whole IT organization, for it is the organization as a whole that delivers and supports the Services.

ot

Design provides guidance for the design and development of Services and Service Management practices.

18

M

Service Design

at

er

ia

l-

N

It includes the Changes and improvements necessary to increase or maintain value to customers over the Lifecycle of Services, the continuity of Services, achievement of Service levels, and conformance to standards and regulations.

pl e

Service Design encompasses the whole IT organization, for it is the organization as a whole that delivers and supports the Services. Service Design is the stage in the Lifecycle that turns a Service Strategy into a plan for delivering the business objectives. Design provides guidance for the design and development of Services and Service Management practices.

m

It covers design principles and methods for converting strategic objectives into portfolios of Services and Service Assets.

Sa

It includes the Changes and improvements necessary to increase or maintain value to customers over the Lifecycle of Services, the continuity of Services, achievement of Service levels, and conformance to standards and regulations.

34








t

ITIL ®

Intermediate

rin

Service Transition

rR ep

Service Transition provides guidance for the development and improvement of capabilities for introducing new and changed Services into supported environments.

fo

Service Transition describes best practice in transition planning and support, Change Management, Service Asset and Configuration Management, Release and Deployment Management, Service Validation and Testing, Change Evaluation, and Knowledge Management.

19

ia

l-

N

ot

It provides guidance on managing the complexity related to Changes to Services and Service Management processes, preventing undesired consequences while allowing for innovation.

er

Service Transition

at

Service Transition provides guidance for the development and improvement of capabilities for introducing new and changed Services into supported environments.

M

Service Transition describes best practice in transition planning and support, Change Management, Service Asset and Configuration Management, Release and Deployment Management, Service Validation and Testing, Change Evaluation and Knowledge Management.

pl e

It provides guidance on managing the complexity related to Changes to Services and Service Management processes, preventing undesired consequences while allowing for innovation. Service Transition also introduces the Service Knowledge Management System, which can support organizational learning and help to improve the overall efficiency and effectiveness of all stages of the Service Lifecycle.

Sa

m

This enables people to benefit from the knowledge and experience of others, support informed decision-making, and improve the management of Services.


35



ITIL ®

Intermediate




t


rR ep

rin

Service Operation

Service Operation describes best practice for managing Services in supported environments.

fo

Service Operation provides guidance on how to maintain stability in Service Operation, allowing for Changes in design, scale, scope, and Service levels.

20

ia

l-

N

ot

It includes guidance on achieving effectiveness and efficiency in the delivery and support of Services to ensure value for the customer, the users, and the Service Provider.

er

Service Operation

Service Operation describes best practice for managing Services in supported environments.

at

It includes guidance on achieving effectiveness and efficiency in the delivery and support of Services to ensure value for the customer, the users, and the Service Provider.

M

Service Operation provides guidance on how to maintain stability in Service Operation, allowing for Changes in design, scale, scope, and Service levels.

pl e

Organizations are provided with detailed process guidelines, methods, and tools for use in two major control perspectives: reactive and proactive.

m

Managers and practitioners are provided with knowledge, allowing them to make better decisions in areas such as managing the availability of Services, controlling demand, optimizing capacity utilization, scheduling operations, and avoiding or resolving Service Incidents and managing Problems.

Sa

New models and architectures, such as shared Services, Utility computing, Web Services, and mobile commerce to support Service Operation, are described.

36








t

ITIL ®

Intermediate

rR ep

rin


Continual Service Improvement provides guidance on creating and maintaining value for customers through better strategy, design, transition, and operation of Services.

fo

It combines principles, practices, and methods from quality management, Change Management and capability improvement.

21

ia

l-

N

ot

It describes best practice for achieving incremental and large-scale improvements in Service quality, operational efficiency, and business continuity, and for ensuring that the Service Portfolio continues to be aligned to business needs.

er


at

Continual Service Improvement provides guidance on creating and maintaining value for customers through better strategy, design, transition, and operation of Services.

M

It combines principles, practices, and methods from quality management, Change Management, and capability improvement. Describes best practice for achieving incremental and large-scale improvements in Service quality, operational efficiency, and business continuity, and for ensuring that the Service Portfolio continues to be aligned to business needs.

pl e

Guidance is provided for linking improvement efforts and outcomes with Service Strategy, Design, Transition, and Operation. A closed loop feedback system, based on the Plan-Do-Check-Act (PDCA) cycle, is established.

Sa

m

Feedback from any stage of the Service Lifecycle can be used to identify improvement opportunities for any other stage of the Lifecycle.


37



ITIL ®

Intermediate




t


Feedback Lessons learned for improvement

rin

Service strategy


Service design Plans to create and modify services and service management processes

Output



Service transition Manage the transition of a new or changed service and/or service management process into production


fo

Output

rR ep

Strategies, policies, standards

Service operation

N

Continual service improvement Activities are embedded in the service lifecycle

Day-to-day operation of services and service management processes

ot

Output

Adapted from CSI and the service lifecycle © Crown Copyright 2011 Reproduced under licence from Cabinet Office

ia

l-

22

er

CSI Throughout the Lifecycle

Example of Output as an Input into the Next Phase A new Service is designed or modified and passed on to Service Transition. Service Transition can provide feedback to Service Design on any design issues or whether everything is looking good before the Service goes into Service Operation. CSI does not have to wait for the Service to be implemented and be operative before identifying and communicating any improvement opportunities. These CSI steps all through the Service Lifecycle should not be viewed as placing blame or pointing fingers, but as an improvement or learning tool.

pl e

M

at

Improvement opportunities keep arising throughout the Service Lifecycle. As a result, it is unnecessary for an IT organization to wait for improvement opportunities only when a Service or Service Management process is transitioned into operations. Each Lifecycle phase provides an output as an input into the next Lifecycle phase, which is also a CSI concept.

Sa

m

For CSI to be effective, IT staff have to give open and honest feedback. This feedback, which can include debriefings or activity reviews, works well for capturing information about lessons learned, such as whether CSI met the timelines or whether it provided quality. Management of the many types of data becomes easier if the debriefing or review is segmented into smaller, individual activities finished within each Service Lifecycle phase and if the lessons learned within that phase are captured. Collecting this information can facilitate further improvements. T

Just Concluded

1.6

R

A

N


38

S

I

T

I

Coming Up

O

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1.7

Inputs and Outputs of CSI



1.7 INPUTS AND OUTPUTS OF CSI Continual Service Improvement

ITIL ®

Intermediate




rR ep


rin


t


The following table identifies the inputs and outputs of the CSI stage from the other Lifecycle phases:

Vision and mission Service portfolio Policies Strategies and strategic plans Priorities Financial information and budgets Patterns of business activity Achievements against metrics, KPIs and CSFs Improvement opportunities logged in the CSI register

CSI outputs (to the lifecycle stages in the first column)

Results of customer and user satisfaction surveys Input to business cases and the service portfolio Feedback on strategies and policies Financial information regarding improvement initiatives for input to budgets Data required for metrics, KPIs and CSFs Service reports Requests for change (RFCs) for implementing improvements”

N

ot

Service strategy

CSI inputs (from the lifecycle stages in the first column)

fo

“Lifecycle stage

23

er

ia

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at


Sa

m

pl e

M



39


The following table identifies the inputs and outputs of the CSI stage from the other Lifecycle phases:

t

rin

Service portfolio

Input to business cases and the service portfolio

Policies Strategies and strategic plans

Feedback on strategies and policies

Priorities Financial information and budgets

Financial information regarding improvement initiatives for input to budgets

Patterns of business activity

Data required for metrics, KPIs and CSFs

Achievements against metrics, KPIs and CSFs

Service reports

Improvement opportunities logged in the CSI register

Requests for change (RFCs) for implementing improvements

ot

Service catalogue

Results of customer and user satisfaction surveys

N

Service design

CSI outputs (to the lifecycle stages in the first column) Results of customer and user satisfaction surveys

rR ep

Service strategy

CSI inputs (from the lifecycle stages in the first column) Vision and mission

fo

“Lifecycle stage

Service design packages including details of utility and warranty

Input to design requirements Data required for metrics, KPIs and CSFs

Achievements against metrics, KPIs and CSFs

Service reports

ia

l-

Knowledge and information in the SKMS

er

Design of services, measurements, processes, infrastructure and systems

Feedback on service design packages RFCs for implementing improvements

at

Design for the seven-step improvement process and procedures

Test reports

pl e

Service transition

M

Improvement opportunities logged in the CSI register

Change evaluation reports

Sa

m


40

Achievements against metrics, KPIs and CSFs Improvement opportunities logged in the CSI register

Results of customer and user satisfaction surveys Input to testing requirements Data required for metrics, KPIs and CSFs Input to change evaluation and change advisory board meetings Service reports RFCs for implementing improvements



CSI outputs (to the lifecycle stages in the first column) Results of customer and user satisfaction surveys

Proposed problem resolutions and proactive measures

Service reports and dashboards

Data required for metrics, KPIs and CSFs


rR ep

RFCs for implementing improvements”

Achievements against metrics, KPIs and CSFs Improvement opportunities logged in the CSI register

R

A

N

S

1.7

I

T

I

Coming Up

O

N

1.8

Sample Test Question

N


ot

T

Just Concluded

fo


t

Service operation

CSI inputs (from the lifecycle stages in the first column) Operational performance data and service records

rin

“Lifecycle stage

ITIL ®


er

Intermediate

ia

l-

1.8 SAMPLE TEST QUESTION




Practice the

Sample Test Question as homework.

Sa

m

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M

at


24


41


rR ep

rin

t

You are the newly appointed CSI Manager. You have a wide variety of experience in this role as well as with quality methodologies.Your new organization has some experience with Service Management and has implemented a number of Service Operation and Transition processes. The CIO also has initiatives planned for Service Strategy and then Service Design. However, he is feeling that the organization may have stagnated and that a drastic change is needed to revitalize the overall Service Management initiative.You have been specifically hired by the CIO for your expertise and reputation in the industry. Q1. What is your approach?

fo

a) The success of CSI depends on the improvement opportunities provided all through the Service Lifecycle. There is a need to establish these areas so that the CSI program can be effective.You need the CIO to drive forward with those implementations.The lifeblood of CSI is data, so you also need to undertake a program to update all the data monitoring and collection processes/technologies. With this foundation, your CSI initiative will be in a position to flourish.

ot

b) Because Service Operations are in place and stable, it would make sense to start here. The organization should be comfortable because many CSI techniques are used in Problem Management. You should identify and prioritize some opportunities to pilot and show the value of CSI. Communicating any successes will help with additional organizational change. As other process areas are engaged, the business value will grow.

l-

N

c) You were hired specifically for your CSI experience and reputation. You should leverage this to establish an aggressive approach. Initiate a program of education and training with the IT organization to familiarize them with CSI and promote its benefits. This will re-energize the organization and create a number of problem solvers focused on continual improvement. They will immediately begin to find improvements and value. This will satisfy the CIO`s needs.

er

ia

d) The CIO is looking for some immediate results. You need to work with him and ideally some business stakeholders to identify a pilot area for your CSI initiative. By utilizing a structured Seven-step approach, you should be able to develop a good foundation and market the value to both IT and the business. This should consolidate your support and commitment and serve as an example to other areas.

at

Answers

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a) 0: Distracter. Not even close. CSI can be initiated immediately on existing processes.There is no understanding of business needs.

pl e

b) 3: Second Best. There are a number of positive actions. CSI does not have to wait for everything to be in place. The idea of a pilot is solid although it is not clear how prioritization is being done. Communicating success is important but not the only component of organizational change.

m

c) 1: Third Best. There is some value in the training and education but CSI cannot attain the desired results on its own. It is important to leverage CSI activities and initiatives throughout the Lifecycle. A lack of focus and prioritization in CSI efforts can be harmful.

Sa

d) 5: Most Correct. Prioritizing the pilot in conjunction with the business and the CIO is key. A structured approach will help to begin to develop a baseline and highlight any potential issues with data.

42



Summary of Unit 1 Continual Service Improvement Summary

Overview Unit Learning Objectives

Overview of the Unit. Learning Objectives of the Unit.

rin

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Unit Roadmap

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Purpose CSI:

Is a very useful set of best practices to employ because it is tasked to keep an eye on the various Service applications and Service Operations within the Service Lifecycle of a company.  Is essential for measuring and improving.  Aligns IT Services with changing business needs by identifying and implementing improvements to IT services that support business process Objectives Some objectives of CSI are:  

Review, analyze, and make suggestions on improvement prospects in each Lifecycle phase. Review and analyze Service Level Achievement (SLA) outcomes.

The scope of CSI includes:

1.2 Scope

l-



The overall health of ITSM as a discipline The continual alignment of the service portfolio with the current and future business needs The maturity and capability of the organization, management, processes and people utilized by the services Continual improvement of all aspects of the IT service and the service assets that support them

N

 

ot


fo



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

Some value to the business are: Continuously improve Service quality. Align Services to business requirements. Create improvements in cost-effectiveness through a reduction in cost.

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  

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M

Some approaches are:

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1.4 Approach to CSI

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   

Process measurements are used to improve process efficiency and effectiveness. The quality team creates reports used to trend performance. Improvement opportunities are run as projects with formal project management methodologies. Other typical types of improvement activities.

If the business does not develop an understanding of the reasons for the given questions, it can lead to challenges or poor Service.     

What is the vision? Where are we now? Where do we want to be? How do we get there? Did we get there?


43


Service Strategy describes the principles underpinning the practice of Service Management that are useful for developing Service Management policies, guidelines, and processes across the ITIL Service Lifecycle.

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Service Design is the stage in the Lifecycle that turns a Service Strategy into a plan for delivering the business objectives.


rR ep

It provides guidance for the design and development of Services and Service Management practices.

Service Transition describes best practice in transition planning and support, Change Management, Service Asset and Configuration Management, Release and Deployment Management, Service Validation and Testing, Change Evaluation, and Knowledge Management.

fo

Service Operation provides guidance on how to maintain stability in Service Operation, allowing for changes in design, scale, scope, and Service levels.

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

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Service Strategy Some inputs of CSI to Service Strategy are vision and mission, Service Portfolio, policies, strategies and strategic plans, priorities, financial information and budgets, PBAs, and so on.

l-

Some outputs of CSI to Service Strategy are results of customer and user satisfaction surveys, input to business cases and the Service Portfolio, feedback on strategies and policies, and so on.

ia

Service Design Some inputs of CSI to Service Design are Service Catalogue, Service Design Packages (SDP), knowledge and information in the SKMS, achievements against metrics, KPIs and CSFs, and so on.

er

Some outputs of CSI to Service Strategy are results of customer and user satisfaction surveys, input to design requirements, data required for metrics, KPIs, and CSFs, and so on. Service Transition Some inputs of CSI to Service Transition are test reports,

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1.7 Inputs and Outputs

Change Evaluation reports, knowledge and information in the SKMS, and so on.

Service Operation Some inputs of CSI to Service Operation are operational performance data and Service records, proposed Problem resolutions and proactive measures, knowledge and information in the SKMS, and so on. Some outputs of CSI to Service Operation are results of customer and user satisfaction surveys, Service reports and dashboards, and so on.

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m

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Some outputs of CSI to Service Transition are results of customer and user satisfaction surveys, input to testing requirements, data required for metrics, KPIs, and CSFs, and so on.

44


Unit2

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Continual Service Improvement Principles


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Continual Service Improvement Unit 2 : Continual Service Improvement Principles

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ITIL ®

Intermediate

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Overview

rR ep

Organizational Change plays an important role in the success of continual improvement. One of the key principles of Continual Service Improvement (CSI) is to adopt the Service Level Management (SLM) process. CSI uses the Deming cycle to improve quality.

Knowledge Management plays a key role in CSI.

fo

It also uses the 7-Step Improvement process.

2

ia

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N

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Use the set of defined frameworks, models, standards, and quality systems available to regularize business processes while implementing CSI.

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Overview

at

For Service improvement, you must focus on increasing efficiency, maximizing effectiveness, and optimizing the cost of Services and the underlying IT Service Management (ITSM) processes. To achieve this, you should continue to identify improvement opportunities throughout the Service Lifecycle. The key principles of Continual Service Improvement (CSI) include:

M

 Understand the functioning of the business and accordingly set up an organizational Change program.  Adopt the SLM process.

pl e

 CSI uses the Deming cycle to improve quality. It also uses the Seven-step Improvement process.  Knowledge Management plays a key role in CSI. To implement CSI, you should effectively use external and internal benchmarks.

Sa

m

 There is a set of defined frameworks, models, standards, and quality systems available to regularize business processes. You should use these judiciously while implementing CSI.

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Instructor | ITIL Intermediate Certification Level | Continual Service Improvement Principles


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Unit 2 : Continual Service Improvement Principles

Topics Covered in This Module: This module consists of the following topics:

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2.1 Relationship between CSI and Organizational Change

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ITIL ®

Intermediate

2.2 Ownership 2.3 The CSI Register 2.4 Influence of SLM on CSI

2.5 Role of Knowledge Management in Improvement Initiatives 2.6 Importance of the Deming Cycle

2.7 Effectively Using Various Aspects of Service Measurement

fo

2.8 Using CSI for Good Governance

2.9 Frameworks, Models, Standards and Quality Systems 2.10 Group/Individual Exercise

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ITIL ®

Intermediate

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

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• Understand the importance of organizational Change programs to CSI. • Explain how the success of CSI depends upon a clear and unambiguous ownership and accountability. • Describe the Deming cycle in CSI implementations. • Explain the role of Knowledge Management in CSI initiatives. • Define internal and external benchmarks. • Explain the role of governance. • Understand how frameworks, models, standards, and quality systems support CSI concepts.

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• Understand how SLM influences CSI.

4


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2.1 RELATIONSHIP BETWEEN CSI AND ORGANIZATIONAL CHANGE

Continual Service Improvement Unit 2 : Continual Service Improvement Principles


2.2 Ownership



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ITIL ®

Intermediate

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t


Let us discuss the following:

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Concept Jog

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What are the important factors of organizational change?

Note:

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1. You may choose to take notes as this discussion progresses.

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2. Attempting to connect the concept to practical specifics from your organization will help you understand the concept well, and eventually support your ability to succeed at the Exam or apply the concept correctly within your organization.

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

48


5



ITIL ®

Intermediate

Unit 2 : Continual Service Improvement Principles 2.2 Ownership



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Steps

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“Eight mains reasons why transformation efforts fail Quotes

Creating a sense of urgency ‘...50% of transformations fail in this phase.’ ‘...without motivation, people won’t help and the effort goes nowhere.’ ‘...76% of a company’s management should be convinced of the need...’

2

Forming a guiding coalition

3

Creating a vision

4

Communicating the vision

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1

fo

‘...underestimating the difficulties in producing Change...’ ‘…lack of effective, strong leadership.’ ‘...not a powerful enough guiding coalition ... opposition eventually stops the Change initiative...’ ‘...without a sensible vision, a transformation effort can easily dissolve into a list of confusing, incompatible projects that can take the organization in the wrong direction, or nowhere at all...’ ‘...an explanation of 5 minutes should obtain a reaction of “understanding” and “interest”.’

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‘...without credible communication, and a lot of it, the hearts and minds of the troops are never captured.’ ‘...make use of all communications channels.’ ‘....let managers lead by example ...’‘ “walk the talk”.’”

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ITIL ®

Intermediate

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“Eight mains reasons why transformation efforts fail (Contd.) Steps

Quotes

‘Empowering’ others to act on the vision

‘...structures to underpin the vision ... and removal of barriers to Change.’ ‘...the more people involved, the better the outcome.’ ‘...reward initiatives...’ Planning for and creating ‘...real transformation takes time ... without quick wins, too many people quick wins give up or join the ranks of those opposing Change.’ ‘...actively look for performance improvements and establish clear goals...’ ‘...communicate successes.’ Consolidating improvements ‘...until Changes sink deeply into the culture new approaches are fragile and producing more Change and subject to regression...’ ‘...in many cases workers revert to old practice.’ ‘...use credibility of quick wins to tackle even bigger problems.’ Institutionalising the Change ‘...show how new approaches, behaviour and attitude have helped improve performance.’ ‘...ensure selection and promotion criteria underpin the new approach.’”

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5

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6

7

8


7


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Initiation of Organizational Change

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The table shows Kotter’s 8 Steps to organizational change. You need to initiate an organizational Change program to improve ITSM. However, the organizational Change programs frequently fail to achieve the desired results. A good way to ensure success is to first try to understand the way in which work is done and then choose appropriate areas to implement Change programs. Change implementation also tends to be fraught with problems. Most Problems arise because the Change implementation involves people and their different working styles. In addition, people do not welcome Changes. You need to explain the benefits of a Change to gain their support and make them accept the Change. To manage and steer organizational change, you should carefully address these people-related soft issues.You can make organizational change successful by using:  An organizational change approach, such as John P. Kotter’s Eight Steps To Transforming Your Organization

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2.1

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Coming Up

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2.2

Relationship Between CSI and Organizational Change

Ownership

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2.2 OWNERSHIP


Intermediate




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ITIL ®

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Just Concluded

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 Formalized Project Management skills and practices

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Ownership

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The CSI manager is the main advocate, who owns all issues related to CSI and is accountable for the success of CSI in the organization.

The ownership responsibility of the CSI manager goes beyond:

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• Making sure that the CSI practices are rooted in the organization. • Making sure that there are enough resources, including people and technology, to support and help CSI. • Making sure that live CSI activities, such as monitoring, analyzing, evaluating trends, reporting, and project-based Service improvement activities, are implemented correctly. Organizations should understand that it will be difficult to make improvements without clear and unambiguous accountability.

8

50



t

Ownership

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“The principle of ownership is fundamental to any improvement strategy. CSI is a best practice and one of the keys to successful implementation is to ensure that a specific manager, a CSI manager, is accountable for ensuring the best practice is adopted and sustained throughout the organization. The CSI manager is the chief advocate and owns all CSI issues. The CSI manager is accountable for the success of CSI in the organization. This ownership responsibility extends beyond ensuring the CSI practices are embedded in the organization but also to ensuring there are adequate resources (including people and technology) to support and enable CSI. Also included are ongoing CSI activities such as monitoring, analysing, evaluating trends and reporting as well as project-based service improvement activities – activities that are fundamental to the ITIL framework. Improvement will be difficult without clear and unambiguous accountability.

ot

While the CSI manager is responsible and accountable for CSI, the CSI manager is not accountable for improvements to specific services. Specific service improvements are the responsibility of the appropriate service owner working within the CSI framework.” (Source: Continual Service Improvement book)

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A

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Coming Up

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Just Concluded

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The CSI manager is responsible and accountable for CSI but is not accountable for improvements to specific Services. The Service Owner is responsible for this activity.

2.2

2.3

The CSI Register

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Ownership


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2.3 THE CSI REGISTER


Intermediate



2.2 Ownership



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ITIL ®

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Contents of CSI Register The CSI register:

• Contains important information for the overall Service Provider and is part of the Service Knowledge Management System (SKMS).

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• Introduces a structure and visibility to CSI by ensuring the capture and record of all initiatives and benefits realized.

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• Gives a coordinated, consistent view of the many, potential improvement activities.

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The CSI register:

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• Records all improvement opportunities that are categorized into small, medium, or large undertakings or into initiatives that can be achieved quickly, in the medium or longer term, or show the benefits that will be achieved by its implementation.

 Contains important information for the overall Service Provider and is part of the SKMS.

pl e

 Introduces a structure and visibility to CSI by ensuring the capture and record of all initiatives and benefits realized. In addition, it measures the benefits to show the desired results. Organizations should try to quantify the benefits in terms of Key Performance Indicators (KPIs) while predicting the benefits of each proposed improvement. Doing this will help prioritize the Changes that give the most significant benefit to the business.

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 Gives a coordinated, consistent view of the many, potential improvement activities. Organizations should define the interface of the CSI register of initiatives with strategic initiatives and with processes such as Problem Management, Capacity Management, and Change Management. A Service review meeting results in a number of improvement requirements.  Records all improvement opportunities that are categorized into small, medium, or large undertakings or into initiatives that can be achieved quickly, in the medium or longer term, or show the benefits that will be achieved by its implementation.

The CSI manager is accountable and responsible for the production and maintenance of the CSI register.

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ia


Significant reduction in failures after transition and resulting business impact

A. Other J. Doe

Justification

Raised by

To be actioned by

14/4/2011

Will help reduce the amount of analysis time and avoid potential oversight of significant events

Date required by

n% reduction in spurious events

n% reduction in failures

KPI metric

01/07/2011

J. Smith

N. More

2

Urgent

fo

01/09/2011

F. Less

B. Floor

Alignment channel

3 to

10/10/2011”

B. Car

J. Jones

Redesign of the change management process will reduce confusion and impact to stakeholders

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Example of a CSI Register The table shows an example of a CSI register. Each organization should evaluate its own requirements and make changes to the register to suit its own purposes.

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single

Change management process: having multiple authorization channels has caused issues with some users because of uncoordinated changes

Medium

Large

01/07/2011

4

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n% improvement in relevant staff trained in the HR joiners and leavers application All queries to the service desk on this application currently have to be escalated to the application management team. With some basic training a number of these could be dealt with by first line support

3

Training issue: Service desk staff would benefit from additional training in the use of the human resources (HR) joiners and leavers application

Long

Medium

01/06/2011

3

ot

N

Event management: the number of alerts from the ABC 479 module of the payroll suite is still excessive causing unnecessary analysis time. Additional filtering required

Long

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Medium

Priority (urgent, 1, 2, 3)

Short

Timescale (short, medium, long)

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Description

Small

Size (small, medium, large)

01/05/2011

2

A number of failures have occurred when implementing updated or new applications. This has been caused by the testing procedure in release and deployment using out-of-date test data. The requirement is to update the test data in repository test 4371

01/04/2011

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1

Date raised

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“Opportunity no.

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Sa Instructor | ITIL Intermediate Certification Level | Continual Service Improvement Principles

Organizations should ensure that something that has been identified as low priority makes it higher up the list for further consideration. To do this, organizations should have be able to automatically raise priorities over time apart from having a CSI register.


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T

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Just Concluded

A

N

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Coming Up

2.3

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2.4

Influence of SLM on CSI

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The CSI Register

2.4 INFLUENCE OF SLM ON CSI

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ITIL ®

Intermediate




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Activity

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• Draw a mind map of the CSI and SLM processes. • How does SLM help the business?

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• How does SLM differ from CSI?

Note:

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1. Assess the questions provided on the slide. 2. Write your response in the space provided in your Workbook.

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3. Activity!

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At the end of this activity, students will be able to:  Draw a mind map of the CSI and SLM processes.

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 Understand how SLM helps the business.

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 Know how SLM differs from CSI.


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10


Q1. Draw a mind map of the CSI and SLM processes.

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Q2. How does SLM help the business?

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Sample Answer:


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Q3. How does SLM differ from CSI?

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ITIL ®

Intermediate




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CSI and SLM

IT organizations viewed SLM as a process consisting of : • Basic knowledge • Set of isolated agreements

IT organizations have started looking at SLM as an integral process for any business.

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One of the key principles of CSI is to adopt the SLM process.

11


55

ITIL Intermediate Course: CSI Instructor Guide_r3.2.0

ITIL Intermediate Course: CSI Instructor Guide_r3.2.0

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