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
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
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
Amendment
Previous versions of the syllabus referred
to the incorrect pass mark. (28/40). This
has been amended to 26/40.
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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.
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
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Contents
1
Introduction...................................................................................................................5
2
Situation Appraisal........................................................................................................6
3
Problem Analysis..........................................................................................................7
4
Decision Analysis .........................................................................................................8
5
Potential Problem Analysis...........................................................................................9
6
Questioning and Listening Skills.................................................................................10
7
Problem Analysis Techniques ....................................................................................11
8
Implementation and Analysis Techniques ..................................................................12
Format of the Examination .....................................................................................................13
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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
The purpose of this unit is to:
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.
The following must be stressed:
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•
•
•
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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).
Candidates must be able to:
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.
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KT PIM Syllabus Version 1.2 Nov 09
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2
Situation Appraisal
The purpose of this unit is to:
1)
2)
3)
4)
5)
6)
Explain the definition of an incident and a concern.
Explain how to "List Threats and Opportunities".
Explain how to "Separate and Clarify".
Explain how to "Set Priority".
Explain how to "Plan Next Steps".
Explain the role of questioning in Situation Appraisal.
The following must be stressed:
•
•
•
•
•
•
•
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.
Candidates must be able to:
1)
2)
3)
4)
5)
6)
7)
8)
Define an incident and a concern.
Understand the importance each of the four steps in Situation Appraisal.
Explain how to perform each of the four steps in Situation Appraisal.
Explain the value of appraisal before analysis.
Describe a simple priority coding system.
Explain the pitfall of jumping to action.
Identify the potential use of Situation Appraisal within their organisation.
Identify Questioning to the Void, Open and Closed Questioning techniques
within Situation Appraisal.
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
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3
Problem Analysis
The purpose of this unit is to:
1)
2)
3)
4)
5)
6)
Explain the definition of a problem.
Explain how to "Describe Problem".
Explain how to "Identify Possible Causes".
Explain how to "Evaluate Possible Causes".
Explain how to "Confirm True Cause".
Explain the role of questioning in Problem Analysis.
The following must be stressed:
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•
•
•
•
•
•
•
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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.
Candidates must be able to:
1)
2)
3)
4)
5)
Define a problem.
Understand the importance of each of the four steps in Problem Analysis.
Explain how to perform each of the four steps in Problem Analysis.
Identify good problem statements.
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.
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
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4
Decision Analysis
The purpose of this unit is to:
1)
2)
3)
4)
5)
6)
7)
8)
Explain the definition of a decision.
Explain how to "Clarify Purpose".
Explain how to "Identify Alternatives".
Explain how to "Evaluate Alternatives".
Explain how to "Make Decision".
Explain the role of questioning in Decision Analysis.
Explain how to effectively "Present Recommendations".
Explain how to effectively "Assess Recommendations".
The following must be stressed:
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•
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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.
Candidates must be able to:
1)
2)
3)
4)
5)
Define a decision.
Understand the importance of each of the four steps in Decision Analysis.
Explain how to perform each of the four steps in Decision Analysis.
Identify good decision statements.
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 1-10.
9) 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.
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
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5
Potential Problem Analysis
The purpose of this unit is to:
1)
2)
3)
4)
5)
6)
Explain the definition of an action and a plan.
Explain how to "Identify Potential Problems".
Explain how to "Identify Likely Causes".
Explain how to "Take Preventive Action".
Explain how to "Plan Contingent Action and Set Triggers".
Explain the role of questioning in Potential Problem Analysis.
The following must be stressed:
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•
•
•
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•
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•
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.
Candidates must be able to:
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.
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
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6
Questioning and Listening Skills
The purpose of this unit is to:
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".
The following must be stressed:
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.
Candidates must be able to:
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.
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
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7
Problem Analysis Techniques
The purpose of this unit is to:
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.
The following must be stressed:
1) The importance of establishing the Should and the Actual.
2) The importance of thinking beyond the fix.
Candidates must be able to:
1)
2)
3)
4)
5)
Explain how the Should and the Actual should be tested.
How Problem Analysis concepts are used to find Distinctions.
The role of changes in Start-Up Problems.
The role of changes in Intermittent Problems.
The purpose of Dead Time Studies.
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
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8
Implementation and Analysis Techniques
The purpose of this unit is to:
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
The following must be stressed:
1) The utility and warranty of KT processes
2) The implementation framework
3) The Performance System elements and how they map to an
Implementation
Candidates must be able to:
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
Copyright © BCS 2009
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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
Duration
Prerequisite
Supervised
Open Book
Pass Score
Distinction Score
Delivery
Copyright © BCS 2009
KT PIM Syllabus Version 1.2 Nov 09
Multiple choice, 40 questions.
Maximum 60 minutes. Candidates sitting
the examination in a language other than
their native language have a maximum of
75 minutes and are allowed the use of a
dictionary.
Attendance of a KT-PSDM based
workshop with the equivalent duration of
3 days or more.
Yes
No
65% (26 out of 40)
None
Online or Paper Based.
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