ITIL training underpins the world's most successful framework for IT Service Management. Pulling together the best practice methods from public and private sectors ITIL is pivotal in ensuring efficient service delivery and in meeting IT Governance objectives.
Re-launched in 2007 in the form of Version 3, ITIL now includes a host of new training courses and qualifications, including various bridging courses which are now available. For those with existing ITIL certifications a bridging course will allow you to upgrade your knowledge and fast track your Version 3 qualifications. This article explains who these courses will benefit and how they work.
1. ITIL Version 3 - What Makes it Different?
The latest version of ITIL builds on its existing well established approaches but interprets them in the context of service lifecycle. It recognises the shift that has occurred over the last few years as IT and IS operations have become integral to all modern organisations, rather than existing as a bolt on function. The earlier editions of ITIL were defined by a number of key processes and for the most part, these remain important within the new structure. The new aspects of ITIL V3 reflect a change in the role of IT within modern organisations:
• Service strategy as the central driver
• Emphasis on service rather than process
• Dynamic service portfolio rather than linear service catalogue • Integration (not just alignment) of IT with the rest of the organisation
• The cycle of ‘Continuous Service Improvement'
2. The ITIL Qualification Structure
There are four levels within the new ITIL scheme comprising:
• Foundation
• Intermediate (Service Lifecycle & Service Capability)
• ITIL Expert
• Advanced Service Management Professional
The improved ITIL qualifications scheme introduces a new credit system. For example, to achieve the ITIL Expert qualification, candidates must achieve at least 22 credits, two of which can be gained at Foundation level. Credits are awarded for both ITIL V2 and V3 training courses.
Those people with an existing ITIL certification can undertake a bridging course which brings you up to date with the new aspects of ITIL.
More information about the new ITIL Qualification structure can be found at the www.focusprojects.co.uk/itsm website.
3. ITIL Foundation Bridge
The ITIL Foundation Bridge course is for anyone who holds an earlier version ITIL Foundation certificate and who wants to obtain Version 3 certification. It provides an intensive overview of the new and modified topics in ITIL Version 3. Firstly, the Service Management Lifestyle is introduced (Strategy, Design, Transition, Operation and Continual Improvement), followed by the contribution of ITIL processes to each of the 5 elements.
The course assumes a level of knowledge of the basic ITIL concepts and processes. If this is not the case then a 3 day ITIL Foundation V3 course should be selected.
Acquiring the Version 3 Foundation via this route (or by taking the full Foundation exam again) is mandatory for those seeking the new Intermediate and ITIL Expert qualifications. It is not necessary for those eligible to bridge via the Practitioner or Manager Bridge routes (as explained below).
The exam is a 20 question, closed book multiple choice paper which takes 30 minutes to complete. The pass mark is 65% and successful candidates are awarded 0.5 credits under the ITIL qualification scheme bringing their foundation credits to 2.0 (1.5 credits are given for the Version 1 or 2 certificate).
4. ITIL Manager's Bridge
The ITIL Manager's Bridge training course is for those who hold an earlier version ITIL Manager's certificate and who wish to pursue the Version 3 ITIL Expert certificate.
This course also covers the new and modified topics in ITIL Version 3 and explores the new elements under the following headings:
• Service Management as a Practice
• The Service Lifecycle
• Generic Concepts & Definitions
• Key principles and Models
• Processes • Functions
• Roles & Organisation
• Technology & Architecture
• Implementation Considerations
• Complementary Industry Guidance (other frameworks)
The course lasts between 4 and 5 days with the exam taken on the final day. The exam itself comprises a 20 question closed book, scenario based, complex multiple choice paper. It takes 90 minutes and the pass mark is 80%.
It isn't necessary to upgrade your Foundation certificate before following this route. Successful candidates achieve ITIL Expert certification without the need for further study under the Version 3 scheme.
5. ITIL Practitioner Bridge
If you already have substantial certification under the ITIL Practitioner certificate level there is a third bridging route. The pre-requisite is that you hold a minimum of 12 credits from Version 1 or 2 certificates in non duplicated areas (3.5 credits for ‘clustered' practitioner certificates and 2 credits for ‘single' practitioner certificates).
Candidates following this route first complete the Manager's Bridge course through an accredited training provider then undertake the new ‘Managing through the Lifecycle' course.
Focus on Training specialises in the provision of best practice training for the Project Management and IT Service Management sectors. A comprehensive range of ITIL, ISO/IEC20000 and related courses from leading accredited training organisations can be booked at: http://www.focusprojects.co.uk/itsm . Focus is an active member of the IT Service Management Forum which plays a central role in updating and disseminating the ITIL framework through its international network of 6000 organisations and 70,000 IT professionals.
Click to ITIL training courses at Focus
For more information click here
Thursday, September 29, 2011
Raja Idris Kamarudin
Easy Understanding of Bookkeeping - Part 3 Purpose of Bookkeeping
-- Introduction --
In Part 1, I explained in simple terms the meaning of Bookkeeping and Double Entry.
In Part 2, I explained the basis of the Double Entry System, the Debit and Credit.
In Part 3, I will explain the Purpose of Bookkeeping.
In ... Read >
Easy Understanding of Bookkeeping - Part 2 Debit and Credit
-- Introduction --
In Part 1, I explained in simple terms the meaning of Bookkeeping and Double Entry.
In Part 2, I will explain the basis of the Double Entry System, the Debit and Credit.
-- When to Debit and when to Credit?
The most difficul... Read >
Easy Understanding of Bookkeeping - part 1
-- A Simple Definition of Bookkeeping --
In very simple and basic terms, it can be said that Bookkeeping is the recording of your company's Income and Expenses into a set of account books known as Ledgers (read section on Ledgers to know more on Ledger... Read >
Effective use of Spreadsheets - Microsoft Excel - Indexing Your Spreadsheets
Almost everyone these days use spreadsheet in their daily life, whether it is at work or at home or at school.
However, many are also just using it for its basic function, without knowing or exploring other functions and features that are available in ... Read >
3 Alphas In Management - 3Bs (BBB) Better Business Behaviours
-- 3 Alphas in Management
-- Introduction
3 Alphas in Management is written using very simple yet effective and proven management techniques that I have been using in my almost 30 years in senior management positions in varied industries, including ... Read >
The 3 Alphas (AAA - ZZZ) in Management
-- Overview --
3 Alphas in Management is written using very simple yet effective and proven management techniques that I have been using in my almost 30 years in senior management positions in varied industries, including as a Vice President with a lar... Read >
Managing Project Timelines
Managing Project Timelines
By Samuel Lartey, Project Manager
Project Management is not only about building roads, schools and hospitals as traditionally conceived, it is about managing resources, to achieve a specific objective on time, within budget and within specification.
A project is to attain its objectives and then terminate. A Project Manager is therefore to ensure that projects are completed successfully.
There are certain processes required to ensure timely completion of projects and some of these processes includes activity definition, activity sequencing, activity resource estimating and duration estimating. These processes are of importance to the management of project time.
There are however some simple and invaluable tips that will help you to deal with these processes.
Develop the skill of effective estimating. As much as possible try not to over or under estimate the time needed for any project work breakdown or time needed to produce a specific work unit.
Let the team members know how you plan the tasks and established the set times. Do not push tasks on team members with some uncomfortable timelines. In that case team members feel a sense of discomfort, they begin to think you are playing a win lose game. You only consult where you are stuck.
Don't simply accept timelines imposed on you. Analyse the reasons for them and look for alternatives where appropriate.
Don't work to other people's deadlines. Set your own, taking others into consideration.
Communicate your timelines to all stakeholders, make sure they know your deadlines and ask for their help where necessary. Negotiate timelines on first day or when mentioned initially to you.
Set manageable stages for more complex tasks. In this way you can see yourself making progress.
Don't set artificial deadlines, for no good reasons. This puts undue pressures on project team members and stakeholders.
Always remember that the qulaity and specifications of the project and the cost of the project can all be attained when the timelines are adhered to. It is when these ingredients are available in the right mix that the customer in whose interest the project is set up will attain the saisfaction required.
For more information click here
By Samuel Lartey, Project Manager
Project Management is not only about building roads, schools and hospitals as traditionally conceived, it is about managing resources, to achieve a specific objective on time, within budget and within specification.
A project is to attain its objectives and then terminate. A Project Manager is therefore to ensure that projects are completed successfully.
There are certain processes required to ensure timely completion of projects and some of these processes includes activity definition, activity sequencing, activity resource estimating and duration estimating. These processes are of importance to the management of project time.
There are however some simple and invaluable tips that will help you to deal with these processes.
Develop the skill of effective estimating. As much as possible try not to over or under estimate the time needed for any project work breakdown or time needed to produce a specific work unit.
Let the team members know how you plan the tasks and established the set times. Do not push tasks on team members with some uncomfortable timelines. In that case team members feel a sense of discomfort, they begin to think you are playing a win lose game. You only consult where you are stuck.
Don't simply accept timelines imposed on you. Analyse the reasons for them and look for alternatives where appropriate.
Don't work to other people's deadlines. Set your own, taking others into consideration.
Communicate your timelines to all stakeholders, make sure they know your deadlines and ask for their help where necessary. Negotiate timelines on first day or when mentioned initially to you.
Set manageable stages for more complex tasks. In this way you can see yourself making progress.
Don't set artificial deadlines, for no good reasons. This puts undue pressures on project team members and stakeholders.
Always remember that the qulaity and specifications of the project and the cost of the project can all be attained when the timelines are adhered to. It is when these ingredients are available in the right mix that the customer in whose interest the project is set up will attain the saisfaction required.
For more information click here
Kate Tammemagi
Customer Service Role-plays, designing a Customer Service Training Module
Customer service role-plays are essential to training and improving the skills of customer service personnel. A well designed thirty minute training module using role-plays will give a quick boost to focus, knowledge, skills and customer focus.
Using c... Read >
The Objectives in Managing People – People Management
What are the objectives in managing people? This is the starting point for any new Manager or Supervisor. In people management, what are the goals? How will you know when they you been successful? In people management, as with every other endeavour, a cle... Read >
The Definition of Exceptional Customer Service
A clear definition of exceptional Customer service is important for any business. When is a Customer service experience exceptional, when is it BAD and when is it good, but NOT exceptional? Everyone knows that Customer satisfaction and keeping the Custome... Read >
The Best Source of Sales Tips and Techniques for Sales Professionals
All Sales professionals want to improve their sales skills. They are also on a hunt for a new sales tip, or a fresh thought to motivate themselves to achieve more sales this week. This article outlines the best, quickest, most accessible and cost free sou... Read >
Improving Management Style - Methods of Reinforcement
All effective Managers use good methods of reinforcement and use them effectively. It is impossible to train staff, motivate teams or achieve a high level of performance without them. Any manager can improve their management style by improving this aspect... Read >
The Advantages of Teamwork at the Office
An office environment can be intense. It might be pressure from workload, tension with office relationships, stressful problems that are difficult to solve or the ever-increasing demands from Management. Good teamwork at the office will put all these nega... Read >
Positive Attitude in Sales - Use These Words That Sell
A positive attitude is a key sales tool. A positive attitude is something sales people work on, practice, sharpen and tune. Attitude breeds attitude, and if you are negative, the other person will be negative. Positive thoughts lead to positive language, ... Read >
Professional Sales Training – Managing Leads to Generate New Sales
Many Sales Professionals are very comfortable maintaining long term relationships and developing repeat business from existing clients. However, it is the goal of every Company to retain existing business and to develop new clients and new sales. This inv... Read >
Management Coaching, Using Learning Styles in Coaching and Training
In management coaching, we can assume that individuals will learn in a very definite way. For example, a Manager may assume that if you tell them, people will learn; others will say that it is better to show them, and then they will learn. Managers think ... Read >
How to Give Feedback to Manage Performance
Receiving feedback on your effort, your attitude or your performance is the way that you learn, improve or are motivated to maintain a good performance. Giving feedback effectively and frequently is a key requirement of the role of Manager or Supervisor. ... Read >
What is Good Customer Service? What is Exceeding Expectations?
Good customer service is key to any business. Your competitors are competing with you not only in terms of products and price, but also in terms of their experience of your service and your people. In times of recession and low spending, good customer se... Read >
How to Build a High Performing Team
Building a high performing Team is a key part of the role of a Manager. ‘High performing' comes from two distinct elements, high performing individual Team members, and a Team that is moving towards the stage of High Performance. An effective Manager ... Read >
Improving Sales Results, Success in making Sales Appointments
Making sales appointments is an essential part of the sales process in all direct selling situations. You need a sales appointment to give us a platform where you can apply your excellent consultative sales skills to the advantage of both parties. But mak... Read >
Insurance Industry – Increase Sales and Retention from your Customer Service Team
The Insurance marketplace is highly competitive, with internet buying, increased insurance claims and tighter margins. Most Insurance Brokers and Insurance Companies are searching for that winning edge, but frequently miss the full potential offered when ... Read >
Leadership - The Goals and Objectives of running Team Meetings
A Team Leader, at any level, is responsible for building a high performing Team. The main tool or process for the Team Leader to build their Team is the Team Meeting. Unfortunately, in the real world, meetings are not always interesting and productive aff... Read >
Managing Stress among University Students
Specific keys will open the door to better stress management among students in universities. Some of those keys are being used, but others are lost or neglected. Without them, stress management is limited for the students. We will not attempt to list here every key, or to put them in any given order. Rather, we would like to suggest stress management keys that may be lost in the rubble of today's society.
1. Clear definitions: Effective stress management among students requires clear definitions of words such as "stressor," "stress," "eustress," and "distress."
Students who do not understand clearly what stress is cannot be expected to succeed at stress management. They may be trying to manage stressors, thinking they are managing stress. The outcome may very well be increased stress rather than stress management.
Stress management among students in universities can begin only after they understand that the extra demands made upon them are stressors, not stress. They then must understand that their response to those demands constitutes stress. Finally, if they are to get a grasp on practical stress management, they will need to know that there are two kinds of stress. One, eustress, is beneficial. The other, distress, is detrimental.
Students who understand these concepts, and embrace them, have unlocked the first door leading to stress management.
2. Action Plan: With a firm understanding of the definitions, students are ready to formulate a stress management action plan. They are ready for the proverbial locking of the barn door to prevent the horse's escape.
Armed with the knowledge that stress is the response to stressors, students can learn to control that response. They can determine to take specific, proactive steps to prepare for stressors. They can, in a sense, ambush the stressors as a step of stress management.
3. Stressor Identification: An important part of the stress management ambush is to learn to identify the enemy. A focused tertiary student will see stressors and know them for what they are. Every university student has stressors. All of us have unusual demands made on us. The key to stress management is to identify those demands as stressors.
In universities and colleges, stressors take the form of unaccustomed activities. Sharing a room with a stranger makes demands on a student. A new form of study is demanding. Financial resources and potentially new dating standards can be stressors.
Whether students are in Italy or Iowa, they are free of the constraints of home, and that freedom is a stressor. Freedom makes unusual demands on one who has not had it in fullness.
All of these and about 2000 more are stressors that a student must identify in order to engage in stress management.
4. Turning Distress into Eustress: Another key that helps unlock the doors to stress management is that of turning distress into eustress. Students often act as victims of their stressors. They believe they can do nothing but suffer. Stress management requires that they learn to turn a potentially negative response to stressors into a positive response.
Eustress, the beneficial stress, is what carries an excited, happy couple through the whirlwind of preparation for a large wedding. From the moment of the proposal, the couple may be surrounded by stressors. Extra demands, unusual demands are being made on them. Yet they are not depressed. The demands do not weigh heavily on them. They embrace them, and respond with smiles. They accept the challenge of getting everything done well and on time because they choose to accept it that way.
The same type of response can be enlisted on other occasions that call for stress management. Much of what students view as negative stress can be turned around, energizing them to excel.
Is this a false, rosy-tinted view of stress management? Not at all. Does this negate principles such as deep breathing, exercise, healthy diet, and regular sleep? No. As we said, this is not an attempt to provide every key to stress management. It is an effort to look at keys that are being neglected.
Stress management among students in universities can be stripped of many programs, drugs, and therapies if these keys are used well.
Want to find out about become a better runner and become a better singer? Get tips from the How To Become Successful website.
For more information click here
1. Clear definitions: Effective stress management among students requires clear definitions of words such as "stressor," "stress," "eustress," and "distress."
Students who do not understand clearly what stress is cannot be expected to succeed at stress management. They may be trying to manage stressors, thinking they are managing stress. The outcome may very well be increased stress rather than stress management.
Stress management among students in universities can begin only after they understand that the extra demands made upon them are stressors, not stress. They then must understand that their response to those demands constitutes stress. Finally, if they are to get a grasp on practical stress management, they will need to know that there are two kinds of stress. One, eustress, is beneficial. The other, distress, is detrimental.
Students who understand these concepts, and embrace them, have unlocked the first door leading to stress management.
2. Action Plan: With a firm understanding of the definitions, students are ready to formulate a stress management action plan. They are ready for the proverbial locking of the barn door to prevent the horse's escape.
Armed with the knowledge that stress is the response to stressors, students can learn to control that response. They can determine to take specific, proactive steps to prepare for stressors. They can, in a sense, ambush the stressors as a step of stress management.
3. Stressor Identification: An important part of the stress management ambush is to learn to identify the enemy. A focused tertiary student will see stressors and know them for what they are. Every university student has stressors. All of us have unusual demands made on us. The key to stress management is to identify those demands as stressors.
In universities and colleges, stressors take the form of unaccustomed activities. Sharing a room with a stranger makes demands on a student. A new form of study is demanding. Financial resources and potentially new dating standards can be stressors.
Whether students are in Italy or Iowa, they are free of the constraints of home, and that freedom is a stressor. Freedom makes unusual demands on one who has not had it in fullness.
All of these and about 2000 more are stressors that a student must identify in order to engage in stress management.
4. Turning Distress into Eustress: Another key that helps unlock the doors to stress management is that of turning distress into eustress. Students often act as victims of their stressors. They believe they can do nothing but suffer. Stress management requires that they learn to turn a potentially negative response to stressors into a positive response.
Eustress, the beneficial stress, is what carries an excited, happy couple through the whirlwind of preparation for a large wedding. From the moment of the proposal, the couple may be surrounded by stressors. Extra demands, unusual demands are being made on them. Yet they are not depressed. The demands do not weigh heavily on them. They embrace them, and respond with smiles. They accept the challenge of getting everything done well and on time because they choose to accept it that way.
The same type of response can be enlisted on other occasions that call for stress management. Much of what students view as negative stress can be turned around, energizing them to excel.
Is this a false, rosy-tinted view of stress management? Not at all. Does this negate principles such as deep breathing, exercise, healthy diet, and regular sleep? No. As we said, this is not an attempt to provide every key to stress management. It is an effort to look at keys that are being neglected.
Stress management among students in universities can be stripped of many programs, drugs, and therapies if these keys are used well.
Want to find out about become a better runner and become a better singer? Get tips from the How To Become Successful website.
For more information click here
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