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ITIL® 4 Specialist: High Velocity IT Course

Course Description

ITIL® 4 Specialist: High Velocity IT Course

This ITIL® 4 Specialist: High Velocity IT (HVIT) course will help you understand how the digital enterprises and operating models focus on rapid delivery of their products and services while performing in high velocity environments to gain the maximum value.

Course Overview

This ITIL 4 Specialist: HVIT course will help you become familiar with working practices like agile and lean management and technologies such as automation testing, cloud, and more. This course is relevant for ITIL Managing Professionals (ITIL MPs) and ITIL Strategic Leaders (ITIL SLs), who work toward delivering high velocity-IT.

Eligibility

This ITIL 4 Specialist: HVIT course is ideal for candidates in IT management and service management roles as well as for individuals who want to achieve the ITIL Managing Professional (MP) designation. This ITIL 4 Specialist: HVIT Course is also well-suited for professionals continuing their journey as IT managers, ITSM managers and practitioners, and professionals managing IT-enabled products and services.

Pre-requisites

To be eligible for this ITIL 4 Specialist: HVIT training, applicants should have:

Passed the ITIL 4 Foundation examination
Attended an accredited training course for this module

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Course Syllabus

Lesson 01 – Course Introduction

1.01 Course Introduction

Lesson 02 – High Velocity Nature of Digital Enterprise

2.01 High Velocity Nature of Digital Enterprise
2.02 Key Concepts of High Velocity IT
2.03 Digital Technology
2.04 Digital Organization
2.05 Digital Transformation
2.06 IT Transformation
2.07 Digital Products
2.08 Service Interactions
2.09 High Velocity IT Objectives
2.10 Techniques for Valuable Investments
2.11 Techniques for Fast Development
2.12 Techniques for Resilient Operations
2.13 Techniques for Co-Created Value
2.14 Techniques for Assured Conformance
2.15 Key Takeaways
Knowledge Check

Lesson 03 – Digital Product Life Cycle

3.01 Digital Product Life Cycle
3.02 ITIL Operating Model
3.03 Digital Product Life Cycle
3.04 Digital Product Life Cycle: Customer’s Perspective
3.05 The ITIL Service Value Chain
3.06 Value Chain Activities Combined with DevOps
3.07 Service Consumer and Service Provider Interactions
3.08 Value Streams
3.09 Making Value Streams Effective
3.10 The Four Dimensions of Service Management
3.11 Information and Technology
3.12 Partners and Suppliers
3.13 Value Streams and Processes
3.14 Four Dimensions: External Factors
3.15 Key Takeaways
Knowledge Check

Lesson 04 – HVIT Approaches

4.01 High Velocity IT Approaches
4.02 Key Characteristics of High Velocity IT.
4.03 Lean
4.04 Agile
4.05 Resilient
4.06 Continuous
4.07 HVIT Characteristics to Co-create Value
4.08 Key Behavior Patterns
4.09 Models and Concepts of HVIT Culture
4.10 Ethics
4.11 Ethical Behavior
4.12 Ethical Behavior – Artificial Intelligence
4.13 Ethics – Typical Behavior Patterns
4.14 Design Thinking
4.15 Design Thinking: Behavior Patterns
4.16 Safety Culture
4.17 Working in Complex Environments
4.18 Complexity Thinking: Cynefin Model
4.19 Working in Complex Environments Behavior: Patterns
4.20 Lean Culture
4.21 Elements of Lean Culture
4.22 Lean Culture Behavior: Patterns
4.23 ITIL Continual Improvement Model
4.24 Toyota Kata
4.25 The OODA Loop
4.26 Continual Improvement Behavior: Patterns
4.27 Key Takeaways
Knowledge Check

Lesson 05 – High Velocity IT Techniques

5.01 High Velocity IT Techniques
5.02 Valuable investments
5.03 Prioritization Techniques
5.04 Other Prioritization Techniques
5.05 Minimum Viable Products and Services
5.06 Practices for Minimum Viable Products and Services
5.07 Product or Service Ownership
5.08 AB Testing
5.09 Portfolio Management
5.10 Portfolio Management Practice – Success Factors
5.11 Ensuring Sound Investment Decisions
5.12 Ensuring Continual Improvement of Portfolios
5.13 Fast Development
5.14 Infrastructure as Code
5.15 Practices for Infrastructure as Code
5.16 Loosely Coupled Information System Architecture
5.17 Practices for Loosely Coupled Information System Architecture
5.18 Reviews and Retrospectives
5.19 Blameless Postmortems
5.20 Continual Business Analysis
5.21 Practices for Continual Business Analysis
5.22 Continuous Integration, Delivery, and Deployment
5.23 Practices for CI-CD
5.24 Continuous Testing
5.25 Types of Software Testing
5.26 Kanban
5.27 Architecture Management
5.28 Architecture Management Success Factors
5.29 Business Analysis
5.30 Business Analysis: Success Factors
5.31 Deployment Management.
5.32 Service Validation and Testing
5.33 Service Validation and Testing: Success Factors
5.34 Factors for Test strategy
5.35 Software Development and Management
5.36 Software Development and Management: Success Factors
5.37 Resilient Operations
5.38 Technical Debt
5.39 Chaos engineering
5.40 Chaos Monkey
5.41 Definition of Done
5.42 Definition of Done: Considerations
5.43 Definition of Done: High Impact Practices
5.44 Version Control
5.45 Version Control: High Impact Practices
5.46 AIOps
5.47 AIOps: High Impact Practices
5.48 ChatOps
5.49 Site Reliability
5.50 Site Reliability Engineering – High Impact Practices
5.51 Availability Management
5.52 Availability Management: Success Factors
5.53 Capacity and Performance Management
5.54 Capacity and Performance Management: Success Factors
5.55 Measure, Assess, and Report Performance and Capacity
5.56 Monitoring and Event Management
5.57 Monitoring and Event Management – Success Factors
5.58 Ensuring Availability of Data
5.59 Problem Management
5.60 Service Continuity Management
5.61 Service Continuity Management – Success Factors
5.62 Infrastructure and Platform Management
5.63 Infrastructure and platform management: Success factors
5.64 Meeting the Organization’s Needs
5.65 Co-Created Value
5.66 Co-Created Value in HVIT Environments
5.67 Service Experience
5.68 Assured Conformance
5.69 DevOps Audit Defense Toolkit
5.70 DevSecOps
5.71 Peer Review
5.72 Information Security Management
5.73 Information Security Management: Success Factors
5.74 Risk Management
5.75 Establish Governance and Nurture Culture
5.76 Risk Analysis
5.77 Key Takeaways
Knowledge Check

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How does online education work on a day-to-day basis?
Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.
Is online education as effective as face-to-face instruction?
Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.
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All new learning innovations are met with some degree of scrutiny, but skepticism subsides as methods become more mainstream. Such is the case for online learning. Studies indicate employers who are familiar with online degrees tend to view them more favorably, and more employers are acquainted with them than ever before. The majority of colleges now offer online degrees, including most public, not-for-profit, and Ivy League universities. Online learning is also increasingly prevalent in the workplace as more companies invest in web-based employee training and development programs.
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The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.
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