TIPA Assessor for ITIL Workbook
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Transcript of TIPA Assessor for ITIL Workbook
WorkbookRelease 2.0.0
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This product includes TIPA, which is used by permission of the Centre de Recherche Public Henri Tudor. All rights reserved.
© Centre de Recherche Public Henri Tudor 2011
The information contained in this classroom material is subject to change without notice.
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.
© Copyright 2012 by ITpreneurs Nederland B.V. All rights reserved.
The language used in this course is US English. Our sources of reference for grammar, syntax, and mechanics are The Chicago Manual of Style, The American Heritage Dictionary, and the Microsoft Manual of Style for Technical Publications.
ITIL® is a registered trade mark of the Cabinet Offi ce.
The Swirl logo™ is a trade mark of the Cabinet Offi ce.
All content in italics and quotes © Crown Copyright 2011 Reproduced under licence from Cabinet Offi ce.
All info graphics © Crown Copyright 2011 Reproduced under licence from Cabinet Offi ce, unless
otherwise noted.
ITIL® Qualifi cation Scheme Copyright © 2011 APM Group. All rights reserved.
Glossaries/Acronyms © Crown Copyright of Cabinet Offi ce.
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Contents
ACTIVITY ICONS AND DESCRIPTIONS III
COURSE INTRODUCTION 1
Course Agenda 2
Course Agenda 4
MODULE 1: TIPA FOR PROCESS ASSESSMENT OF IT SERVICE MANAGEMENT 9
1.3.1: What Is Process Maturity? 10
Assignment 1: What Is Process Maturity? 10
1.3.2: What Are Maturity Levels? 11
Assignment 2: What Are Maturity Levels? 11
1.4.7: Experiencing the TIPA Rating Scale 11
Assignment 3: Experiencing the TIPA Rating Scale 11
MODULE 4: THE ASSESSMENT PHASE 15
4.2.4: TIPA Process Model 16
Assignment 4: TIPA Process Model 16
4.3.3: Interview Rating – Level 1 17
Assignment 5: Interview Rating Exercise at LARIPS – Part 1 17
4.4.4: The Other Process Attributes 21
Assignment 6: Teach Back The Other Process Attributes 21
4.4.5: Interview Rating Exercise at LARIPS – Part 2 22
Assignment 7: Interview Rating Exercise at LARIPS – Part 2 22
4.5: Process Rating 26
Assignment 8: Process Rating Exercise at LARIPS 26
4.6: Maturity Level determination 28
Assignment 9: Maturity Level determination 28
MODULE 5: ANALYSIS PHASE 29
5.2.2: Improvement Recommendations for the Process 30
Assignment 11: LARIPS – SWOTS and Recommendations 30
MODULE 7: SIMULATION 33
7.4: PAM Extract 34
Assignment 17: TIPA PAM for Change Management process 34
7.5: Instructions 34
Assignment 18: Simulation Instructions – Prepare and Conduct Interviews 34
Assignment 19: Simulation Instructions – Rate and Analyze the Process 81
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MODULE 8: MOCK EXAM 87
LIST OF ACRONYMS 111
STUDENT FEEDBACK FORM 113
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List of Icons
ACTIVITY ICONS AND DESCRIPTIONS
Activity
Generally, the instructor asks participants to do a match-the-following activity, fi ll up a blank diagram, answer the given question(s) in their Workbook, or watch a movie on how to populate an Assessment Report.
Case-Study-Based Exercise
Real-world cases are used to provide context to apply the TIPA framework. 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 an assessment project. These are particularly valuable for participants to understand their roles and responsibilities as an Assessor.
Concept Jog
The instructor asks a “Rapid-Fire” round of questions to students for 2 minutes. Participants do not have to write in the Workbook but state their answer(s) in class.
Rapid-Fire Quiz
The instructor asks a “Rapid-Fire” round of questions to students. Participants may or may not have to write their answers in the Workbook and the activity may last from 2 to 10 minutes.
Self-Study
This is usually used for supplemental material after a topic has been covered. It is also used to create diversifi cation of teaching techniques in order to keep students engaged in class.
Teach Back
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 teach-back session refl ects appropriate content.
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Assessor
Overview
Gives an overview of the characteristics of the TIPA framework.
Roles
Refers to content related to the various roles that take part in a TIPA Assessment Project.
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Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved. 1
Course Introduction
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Assessor
COURSE AGENDA
Note: Personal Study Recommendation for StudentsWe would like to recommend that you take time after class each day to read the sections covered in class that day. This would refresh your memory and reinforce the concepts learned in class.
Remark: While this would signifi cantly contribute to the student’s learning, it is not mandatory.
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Course Introduction | Student
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Assessor
COURSE AGENDA
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Course Introduction | Student
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Assessor
*For the detailed simulation agenda, refer to the table below.
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Course Introduction | Student
List of acronymsACCM Access Management
AM Availability Management
ANA Analysis Phase
ASMT Assessment Phase
BIA Business Impact Analysis
BPs Base Practices
BRM Business Relationship Management
CAB Change Advisory Board
CAPM Capacity Management
CHGE Change Evaluation
CHGM Change Management
CIs Confi guration Items
CMDB Confi guration Management Database
CS Change Schedule
CSFs Critical Success Factors
CLO Assessment Closure Phase
CMS Confi guration Management System
DEMM Demand Management
EVTM Event Management
GPs Generic Practices
INCM Incident Management
ISM Information Security Management
ISO International Organization for Standardization
ITIL IT Infrastructure Library
ITSCM IT Service Continuity Management
ITSFM IT Service Financial Management
ITSM IT Service Management
ITSSM IT Service Strategy Management
KM Knowledge Management
KPIs Key Performance Indicators
OLA Operational Level Agreement
PA Process Attribute
PAM Process Assessment Model
PIR Post Implementation Review
PRBM Problem Management
PREP Preparation Phase
PSO Projected Service Outage
QMS Quality Management System
RACI Responsible, Accountable, Consulted, Informed
RDM Release and Deployment Management
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Assessor
RES Results Presentation Phase
REQF Request Fulfi lment
RFC Request for Change
SACM Service Asset and Confi guration Management
SCM Service Catalogue Management
SDC Service Design Coordination
SIP Service Improvement Plan
SLA Service Level Agreement
SLM Service Level Management
SPM Service Portfolio Management
SSI Seven-Step Improvement
SUPM Supplier Management
SVT Service Validation and Testing
SWOT Strengths, Weaknesses, Opportunities, Threats
TIPA Tudor’s IT Process Assessment
TPS Transition Planning and Support
UCs Underpinning Contracts
WPs Work Products
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Module 1TIPA FOR PROCESS ASSESSMENT
OF IT SERVICE MANAGEMENT
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Assessor
1.3.1: WHAT IS PROCESS MATURITY?
ASSIGNMENT 1
ActivityQ1. Match the Process Maturity Level name to the defi nition described in the table below.
Process Maturity Level Name
Process Maturity Level Defi nition
A Incomplete 1 The process is quantitatively managed to become stable, capable, and predictable within defi ned limits.
The organization is capable of identifying and correcting the causes of the variations in the process.
B Predictable 2 The process is implemented and achieves its purpose. The process achieves its defi ned expected results. Process activities are performed, but the process is not really monitored and repeatable. The results of the process depend on “heroes,” people with the right competencies who are willing to work hard.
C Managed 3 The process is continuously improved to meet relevant current and projected business goals. The performance, defi nition, and management of the process are continually improved.
D Performed 4 The process is not implemented or fails to achieve its purpose. The performance of the process is often chaotic and the expected results are not achieved.
E Optimizing 5 A standard process is defi ned and used throughout the organization.
The standard defi nition of the process includes:
a) A standard process, including appropriate tailoring guidelines.
b) The sequence and interaction with other processes.
c) The required competencies and roles.
d) The required infrastructure and work environment.
e) Suitable methods for monitoring.
The standard process is institutionalized; it is used and known by everyone.
F Established 6 The performance of the process is planned, monitored, and adjusted. The results of the process are appropriately specifi ed, controlled, and maintained. There is still no coherence check from an organizational point of view. Each team can achieve the expected results in a different way.Sam
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TIPA for Process Assessment of IT Service Management | Student
1.3.2: WHAT ARE MATURITY LEVELS?
ASSIGNMENT 2
ActivityQ1. Match the Process Maturity Name to the Process Maturity Level listed in the table below.
Process Maturity Level Process Maturity Name0 Maturity Level 0 A Incomplete1 Maturity Level 1 B Predictable2 Maturity Level 2 C Managed3 Maturity Level 3 D Performed4 Maturity Level 4 E Optimizing5 Maturity Level 5 F Established
1.4.7: EXPERIENCING THE TIPA RATING SCALE
ASSIGNMENT 3
Assignment 3 Experiencing the TIPA Rating Scale1. Read the context provided under Assignment 3 in the “Assignment Readings” section.2. Discuss the rating for the fi rst two activities with the class.3. Rate individually each remaining activity in your Workbook under Assignment 3 using the
NPLF Rating Scale.4. Justify each rating.5. Discuss your fi ndings with the class.
Q1. Rate each described activity in the scenario using the NPLF Rating Scale. Justify each rating and discuss your fi ndings with the class.
Rating FormService Level Management
Activity Name Description Findings/Supporting Evidence Individual Rating
SLM.1 Determine, Document and Agree on Service Level Requirements
Determine, document and agree on service level requirements for services being developed, changed or procured. The SLRs should be an integral part of the overall service design criteria which also include the functional or “utility” specifi cations.
NOTE 1: Representatives of other processes need to be consulted to determine which targets can be realistically achieved.
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Assessor
Activity Name Description Findings/Supporting Evidence Individual Rating
SLM.2 Negotiate, Document and Agree upon SLAs for Operational Services
Draft, negotiate, and then agree on SLAs, detailing the service level targets to be achieved and specifying the responsibilities of both the IT service provider and the customer.
SLM.3 Monitor Service Performance against SLAs
Monitor and measure service performance achievements of all operational services against targets within SLAs.
NOTE 2: Monitoring capabilities are established, reviewed and upgraded to assist with the service performance measurement
SLM.4 Provide Service Reporting to Customers
Produce and communicate service reports to customer, based on agreed mechanisms, report format, and intervals (service achievement report, operational reports, and where possible, exception reports should be produced whenever an SLA has been broken).
NOTE 3: Service Reports should be reviewed with the customer on a regular basis.
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TIPA for Process Assessment of IT Service Management | Student
Activity Name Description Findings/Supporting Evidence Individual Rating
SLM.5 Conduct Service Reviews and Discuss Improvements
Hold review meetings on a regular basis with customers to review the service achievement in the past period, to anticipate any issues for the coming period and to identify potential improvements.
SLM.6 Review SLAs, OLAs, and UCs
Review SLAs and service scope periodically (at least annually), to ensure that they are still aligned to business needs and strategy. Ensure that service levels defi ned in Operational Level Agreements (OLAs) and Underpinning Contracts (UCs) are kept aligned.
NOTE 4: SLRs and SLAs should be reviewed jointly.
NOTE 5: SLM should assist Supplier Management with the review of all supplier agreements and UCs to ensure that targets are aligned with SLA targets.
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