Professional Qualifications for ITIL PRACTICES FOR SERVICE MANAGEMENT. The KT ITSM Problem & Incident Management Foundation Certificate Syllabus

Transcription

1 Kepner-Tregoe, Inc Professional Qualifications for ITIL PRACTICES FOR SERVICE MANAGEMENT The KT ITSM Problem & Incident Management Foundation Certificate Syllabus Version 1.2 November 2009

2 THE KT ITSM Problem & Incident Management Foundation Certificate The purpose of the KT ITSM Problem & Incident Management Foundation certificate in IT Service Management is to certify that the candidate has gained knowledge of the terminology, structure and basic concepts of KT s Problem Management and Incident Management processes and has comprehended the processes of Situation Appraisal, Problem Analysis, Decision Analysis and Potential Problem Analysis that support Problem Management and Incident Management. The KT ITSM PIM certificate in IT Service Management is also intended to enable the holders of the certificate to start to apply the basic concepts of the processes listed above in Problem Management and Incident Management. Target Group The target group of the ITIL Foundation certificate in IT Service Management is drawn from: Individuals who require a basic understanding of the 5 rational processes and how they may be used to enhance the quality of Problem Management and Incident Management within the ITIL framework within an organisation. IT professionals that are working within an organisation that has adopted and adapted ITIL s Problem Management and Incident Management who need to be informed about and thereafter contribute to an ongoing service improvement program. This may include but is not limited to, IT professionals, business managers and business process owners. Learning Objectives Candidates can expect to gain knowledge and understanding in the following upon successful completion of the education and examination components related to this certification. Handling complex issues (Situation Appraisal). Analysing problems (Problem Analysis). Making decisions (Decision Analysis). Avoiding future problems (Potential Problem Analysis). Change History Version Number Version 1.2 Amendment Previous versions of the syllabus referred to the incorrect pass mark. (28/40). This has been amended to 26/40. Page 2 of 13

3 Candidates will also: Understand how these skills assist in the delivery of ITIL Incident and Problem Management. Improve our ability to manage customer problems and escalations. Provide managers and engineers with tools to handle issues rationally Maximise questioning effectiveness. Give techniques for handling complex customer issues. Understand how ITSM Problem & Incident Management process fits within our jobs. Make progress toward resolution of several current customer issues*. Prepare for the ITSM PIM externally accredited exam. *This objective will not be met when the syllabus is completed in 3 days. Available when the syllabus is covered in 4 days or in the distance learning format. Entry Criteria All candidates should have a basic working knowledge of IT. All candidates must have attended a KT PIM workshop. Page 3 of 13

4 Contents 1 Introduction Situation Appraisal Problem Analysis Decision Analysis Potential Problem Analysis Questioning and Listening Skills Problem Analysis Techniques Implementation and Analysis Techniques...12 Format of the Examination...13 Page 4 of 13

5 Syllabus The syllabus will guide the design, development and use of training materials as well as training aimed at raising individual s understanding of, and competence in, Situation Appraisal, Problem Analysis, Decision Analysis and Potential Problem Analysis within the framework of Problem and Incident Management. The syllabus has been designed with ease of reference, extensibility and ease of maintenance in mind. It does not dictate the method of delivering the training program (i.e., Instructor-led, distance-learning, blended). It also does not dictate the sequence in which the units or the details of the modules are delivered to learners the sequence should be determined by the instructional and learning design principles that best suit the learners. Candidates for the ITSM PIM certification in IT Service Management have to complete all units and successfully pass the corresponding examination to achieve certification. The units cover the topics listed. 1 Introduction 1) Familiarise candidates to the objectives of the course. 2) Explain the concept of the 'thinking process'. 3) Provide an opportunity for 'candidates' to discover their own issue resolution styles. 4) Overview the steps of KT's rational process of Situation Appraisal, Problem Analysis, Decision Analysis and Potential Problem Analysis. 5) Explain the role that these four processes play in Problem Management and Incident Management. That there will be case studies to support the learning during the workshop. There will be opportunities to apply the learning to actual issues. The need to make a 'thinking process' visible. The need for experts to have a common guideline to resolve issues. The fact that there are different types of issues and each type requires an inherently different approach to resolve (incidents, problems, decisions, fixes or plans). 1) Describe the thinking process. 2) Explain the advantages of a visible thinking process. 3) Name the four thinking processes and provide examples of each. Page 5 of 13

6 2 Situation Appraisal 1) Explain the definition of an incident and a concern. 2) Explain how to "List Threats and Opportunities". 3) Explain how to "Separate and Clarify". 4) Explain how to "Set Priority". 5) Explain how to "Plan Next Steps". 6) Explain the role of questioning in Situation Appraisal. the fact that there are different types of issues and each type requires an inherently different approach to resolve (incidents, problems, decisions, fixes or plans). the role of 'listing without discussion' in Situation Appraisal. the benefit of separating and clarifying. the importance of fact-based priority setting. the difference between 'appraisal' and 'analysis'. the pitfall of jumping to action. the role of questioning in Situation Appraisal. 1) Define an incident and a concern. 2) Understand the importance each of the four steps in Situation Appraisal. 3) Explain how to perform each of the four steps in Situation Appraisal. 4) Explain the value of appraisal before analysis. 5) Describe a simple priority coding system. 6) Explain the pitfall of jumping to action. 7) Identify the potential use of Situation Appraisal within their organisation. 8) Identify Questioning to the Void, Open and Closed Questioning techniques within Situation Appraisal. Page 6 of 13

7 3 Problem Analysis 1) Explain the definition of a problem. 2) Explain how to "Describe Problem". 3) Explain how to "Identify Possible Causes". 4) Explain how to "Evaluate Possible Causes". 5) Explain how to "Confirm True Cause". 6) Explain the role of questioning in Problem Analysis. All incidents may not be problems. A quality problem statement. That "IS NOTs" are not the opposite of "ISs". That questions to describe the problem fall in the What, Where, When, Extent categories. The intent of each of the questions that are used to describe the problem When to list possible causes using "Knowledge and Experience" and when to use "Distinctions and Changes". The purpose of evaluating possible causes. The role of assumptions in solving problems. The importance of making assumptions visible. The methods of confirming the true cause. 1) Define a problem. 2) Understand the importance of each of the four steps in Problem Analysis. 3) Explain how to perform each of the four steps in Problem Analysis. 4) Identify good problem statements. 5) Explain the value of describing the problem before thinking about potential causes. 6) Explain when to use "Knowledge and Experience" and when to use "Distinctions and Changes". 7) Explain distinctions. 8) Explain changes. 9) Explain how cause is related to change. 10) Describe the 'most probable cause'. 11) Identify Questioning to the Void, Open and Closed Questioning techniques within Problem Analysis. Page 7 of 13

8 4 Decision Analysis 1) Explain the definition of a decision. 2) Explain how to "Clarify Purpose". 3) Explain how to "Identify Alternatives". 4) Explain how to "Evaluate Alternatives". 5) Explain how to "Make Decision". 6) Explain the role of questioning in Decision Analysis. 7) Explain how to effectively "Present Recommendations". 8) Explain how to effectively "Assess Recommendations". All decisions are based on prior implied decisions. The 'level of decision making'. A quality decision statement. The role of objectives in representing stakeholders. The meaning of weighing objectives. The importance of brainstorming alternatives. The importance of visible supporting data for alternatives. The meaning of scoring alternatives. The importance of evaluating risk. The role of risk in decision making. 1) Define a decision. 2) Understand the importance of each of the four steps in Decision Analysis. 3) Explain how to perform each of the four steps in Decision Analysis. 4) Identify good decision statements. 5) Explain the value of clarifying purpose before thinking about potential alternatives. 6) Explain how to weigh objectives. 7) Explain how to score alternatives. 8) Explain the impact of changing the scale from ) Describe how to assess risk of each alternative. 10) Explain why assessing risk is important. 11) Identify Questioning to the Void, Open and Closed Questioning techniques within Decision Analysis. Page 8 of 13

9 5 Potential Problem Analysis 1) Explain the definition of an action and a plan. 2) Explain how to "Identify Potential Problems". 3) Explain how to "Identify Likely Causes". 4) Explain how to "Take Preventive Action". 5) Explain how to "Plan Contingent Action and Set Triggers". 6) Explain the role of questioning in Potential Problem Analysis. An effective analysis is performed on a single action. The types of action that warrant Potential Problem Analysis. Potential problems need to be prioritised based on their probability and seriousness. The role of involvement in listing potential problems. The relationship between potential problems and their likely causes. The relationship between likely causes and preventive actions. The relationship between likely effects and contingent actions. The relationship between contingent actions and triggers. The importance of assigning actions. 1) Identify actions which would be useful to protect. 2) Understand the importance of each of the four steps of Potential Problem Analysis. 3) Explain how to perform each of the four steps of Potential Problem Analysis. 4) Explain how to prioritise potential problems. 5) Identify good action statements. 6) Explain the difference between preventive and contingent actions. 7) Explain the reason for triggers. Page 9 of 13

10 6 Questioning and Listening Skills 1) Explain the role of questioning in KT's rational processes. 2) Explain the characteristics of effective questions. 3) Explain the techniques of "Open" and "Closed" questioning and their purposes. 4) Explain the two techniques of "Questioning to the Void" and their purposes. 5) Explain the difference between "Process" and "Content" questions. 6) Explain the concept of "Handling Answers". 1) The intent of open and closed questions. 2) The difference between "Turnaround" questions and "What else..?" questions. 3) The use of questioning techniques in the application of KT's rational processes. 1) Identify the characteristics of effective questions. 2) Differentiate open questions from closed ones. 3) Identify the two Questioning to the Void techniques and differentiate between them. 4) Differentiate between process and content questions. 5) Explain why handling answers is essential to effective questioning. Page 10 of 13

11 7 Problem Analysis Techniques 1) Build on basic Problem Analysis concepts to understand advanced Problem Analysis concepts. 2) Explain how to use Problem Analysis concepts for "Start-Up Problems". 3) Explain the "Stable", the "Multiple" and the "Fluctuating" types of Start-Up Problems. 4) Explain how to use Problem Analysis concepts for "Intermittent Problems". 5) Explain how to "Think Beyond the Fix". 6) Explain the purpose and use of Dead Time Studies. 1) The importance of establishing the Should and the Actual. 2) The importance of thinking beyond the fix. 1) Explain how the Should and the Actual should be tested. 2) How Problem Analysis concepts are used to find Distinctions. 3) The role of changes in Start-Up Problems. 4) The role of changes in Intermittent Problems. 5) The purpose of Dead Time Studies. Page 11 of 13

12 8 Implementation and Analysis Techniques 1) Explain the Performance System model and how it is used to help install change initiatives 2) Demonstrate two methods of analysing an existing Incident and Problem Management implementation to assess future usage potential of Situation Appraisal and Problem Analysis 3) Link the 4P model to the implementation of KT's processes 4) Identify the value of a KT implementation in an ITIL framework 1) The utility and warranty of KT processes 2) The implementation framework 3) The Performance System elements and how they map to an Implementation 1) Link utility and warranty to KT processes in an ITIL implementation 2) Link the responsibilities of various individuals to the performance system model 3) Calculate estimated process usage given the results of an analysis Page 12 of 13

13 Format of the Examination This syllabus has an accompanying examination at which the candidate must achieve a pass score to gain the ITSM KT PIM Certificate in IT Service Management. Type Multiple choice, 40 questions. Maximum 60 minutes. Candidates sitting the examination in a language other than Duration their native language have a maximum of 75 minutes and are allowed the use of a dictionary. Attendance of a KT-PSDM based Prerequisite workshop with the equivalent duration of 3 days or more. Supervised Yes Open Book No Pass Score 65% (26 out of 40) Distinction Score None Delivery Online or Paper Based. Page 13 of 13