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ITIL® Intermediate OSA Certification Training

Course Description

ITIL® Intermediate OSA Certification Training

This ITIL® Intermediate Operational Support and Analysis (OSA) certification training allows you to apply support resolution and analysis to the service management lifecycle. It is a key module in the ITIL Intermediate Capability Stream leading to an IT Expert certificate in IT Service Management.

Course Overview

The ITIL Intermediate OSA module is an ITIL qualification focused on planning, implementation, and optimization of OSA processes. This course trains you to apply core practices that support the service management lifecycle, execute and implement specific ITIL processes effectively in real-time, and get prepared for the ITIL OSA certification exam.


IT professionals, business managers, and business process owners will all benefit from this training. ITIL Intermediate OSA Certification also provides a valuable boost to your resume as a configuration manager, availability manager, system software manager, applications support manager, IT operations manager, network control and operation manager, database administrator, problem manager, or network support.


To be eligible for the examination leading to the ITIL Intermediate OSA Certificate, you should take the training with an accredited training organization. You should also hold the ITIL Foundation Certificate in IT Service Management (or other appropriate earlier ITIL and bridge qualifications). Two to four years of professional experience working in IT service management is highly desirable.

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Course Syllabus

Learning Unit 00 – Introductory Lesson

0.1 ITIL® 2011 Capability Module Operational Support and Analysis
0.2 Agenda
0.3 Objective
0.4 ITIL® 2011 Introduction
0.5 ITIL® 2011 Intermediate
0.6 ITIL – Qualification Criteria
0.7 Definition of Service Lifecycle
0.8 Definition of Service Capability
0.9 Difference between Lifecycle and Capability Modules
0.10 Managing Across the Lifecycle
0.11 Accreditation Institute
0.12 OSA Course Description
0.13 Course Objective
0.14 Target Candidate
0.15 Target Candidate contd..
0.16 Exam Pre-requisites
0.17 ITIL® 2011 OSA Exam Format
0.18 Exam Tips
0.19 Course Outline
0.20 Quiz
0.21 Foundation Basics
0.22 ITIL – The Library Publications
0.23 ITIL
0.24 ITIL is presented as Best Practice. What are Best Practices?
0.25 Why choose Public Standards over Proprietary ones?
0.26 What is a Service?
0.27 What is a Service Management?
0.28 Service Management Roles: Service Owner
0.29 Service Management Roles: Process Owner
0.30 Connecting with Processes and Functions: RACI Matrix
0.31 Key Terminology: Service Providers
0.32 Key Terminology: Suppliers
0.33 Thank You

Learning Unit 01 – Introduction to Operation Support and Analysis

1.1 Introduction to Operation Support and Analysis
1.2 ITIL – The Library Constituents
1.3 Service Operation – Purpose and Objectives
1.4 Service Operation – Scope
1.5 Service Operation – Processes
1.6 Service Operation – Functions
1.7 Value to the Business of OSA Activities
1.8 Optimization of Service Operational Performance
1.9 IT Service Management
1.10 Concept of Service and Value – Definition of a Service
1.11 Economic Value of a Service
1.12 Combined Effects of Utility and Warranty
1.13 Value to the Business – Monitor and Measure
1.14 Process
1.15 Organizing IT Service Management – Process Definition
1.16 Characteristics of a Process
1.17 Organizing IT Service Management – Organization Structure
1.18 Summary
1.19 Quiz

Learning Unit 02 – Event Management

2.1 Event Management
2.2 Event Management
2.3 Event Management – Purpose
2.4 Event Management – Objectives
2.5 Event Management – Scope
2.6 Event Management vs. Monitoring
2.7 Event Management – Value to the Business
2.8 Event Management – Policies
2.9 Event Management – Principles and Basic Concepts
2.10 Event Management – Key Concepts
2.11 Event Management – Triggers
2.12 Event Management – Inputs and Outputs
2.13 Event Management – Interfaces
2.14 Event Management – Information Management
2.15 Event Management – Metrics
2.16 Event Management – Challenges and Risks
2.17 Event Management – CSFs and KPIs
2.18 Event Management – Design
2.19 Event Management – Use of Event Rule Sets and Correlation Engines
2.20 Event Management – Technology
2.21 Event Management – Summary
2.22 Quiz

Learning Unit 03 – Incident Management

3.1 Incident Management
3.2 Incident Management
3.3 Incident Management – Purpose
3.4 Incident Management – Objective
3.5 Incident Management – Scope
3.6 Incident Management – Value to Business
3.7 Incident Management – Policies
3.8 Incident Management – Key Concepts
3.9 Incident Management – Key Concepts
3.10 Incident Management – Process Flow
3.11 Incident Management – Activities
3.12 Incident Management – Categorization
3.13 Incident Management – Prioritization
3.14 Incident Management – Investigation and Diagnosis
3.15 Incident Management – Escalation
3.16 Incident Management – Resolution and Recovery
3.17 Incident Management – Closure
3.18 Incident Management – Rules for reopening incidents
3.19 Incident Management – Triggers
3.20 Incident Management – Inputs and Outputs
3.21 Incident Management – Interfaces
3.22 Incident Management – Metrics and Information Management
3.23 Incident Management – Information Management
3.24 Incident Management – Challenges
3.25 Incident Management – CSFs and KPIs
3.26 Incident Management – Risks
3.27 Service Operation – Incident Management Summary
3.28 Quiz

Learning Unit 04 – Request Fulfillment

4.1 Request Fulfillment
4.2 Request Fulfillment
4.3 Request Management – Purpose and Objectives
4.4 Request Management – Scope
4.5 Request Management – Value to Business
4.6 Request Management – Policies
4.7 Request Management – Principles and Key Concepts
4.8 Request Fulfillment – Process Activities
4.9 Request Fulfillment – Triggers
4.10 Request Fulfillment – Inputs and Outputs
4.11 Request Fulfillment – Interfaces
4.12 Request Fulfillment – Information Management
4.13 Request Fulfillment – Metrics
4.14 Request Fulfillment – Challenges
4.15 Request Fulfillment – Risks
4.16 Request Fulfillment – CSFs and KPIs
4.17 Request Fulfillment – Summary
4.18 Quiz

Learning Unit 05 – Problem Management

5.1 Problem Management
5.2 Problem Management
5.3 Problem Management – Objective
5.4 Problem Management – Scope
5.5 Problem Management – Value to the Business
5.6 Problem Management – Key Concepts
5.7 Problem Management – Key Concepts
5.8 Problem Management – Process Flow
5.9 Problem Management – Activities
5.10 Problem Management – Techniques
5.11 Problem Management – Inputs and Outputs
5.12 Problem Management – Triggers
5.13 Problem Management – Interfaces
5.14 Problem Management – Information Management
5.15 Problem Management – Metrics
5.16 Problem Management – CSFs and KPIs
5.17 Problem Management – Challenges and Risks
5.18 Problem Management Summary
5.19 Quiz

Learning Unit 06 – Access Management

6.1 Access Management
6.2 Access Management
6.3 Access Management – Purpose and Objectives
6.4 Access Management – Scope
6.5 Access Management – Value to the Business
6.6 Access Management – Policies
6.7 Access Management – Key Concepts
6.8 Access Management – Activities
6.9 Access Management – Activities
6.10 Access Management – Triggers
6.11 Access Management – Inputs and Outputs
6.12 Access Management – Interfaces
6.13 Access Management – Information Management
6.14 Access Management – Metrics
6.15 Access Management – Challenges and Risks
6.16 Access Management – CSFs and KPIs
6.17 Access Management – Summary
6.18 Quiz

Learning Unit 07 – Service Desk

7.1 Service Desk
7.2 Service Desk
7.3 Objectives
7.4 Responsibilities
7.5 Organizational Structures
7.6 Local Service Desk
7.7 Centralized Service Desk
7.8 Virtual Service Desk
7.9 Specialized Service Desk
7.10 Environment
7.11 Single Point of Contact
7.12 Staffing
7.13 Staffing Levels
7.14 Staffing Levels
7.15 Skill Levels
7.16 Skill Levels
7.17 Training
7.18 Staff Retention
7.19 Super Users
7.20 Service Desk Metrics
7.21 Customer or User Satisfaction Surveys
7.22 Outsourcing the Service Desk
7.23 Outsourcing; Common Tools and Processes
7.24 Outsourcing SLA Targets
7.25 Outsourcing Good Communications
7.26 Outsourcing Ownership of Data
7.27 Summary
7.28 Quiz

Learning Unit 08 – Functions and Roles

8.1 Functions and Roles
8.2 Functions
8.3 Technical Management – Objectives
8.4 Technical Management – Roles
8.5 Technical Management – Activities(One of Two)
8.6 Technical Management – Activities(Two of Two)
8.7 IT Operations Management – Objectives
8.8 IT Operations Management – Subfunctions
8.9 IT Operations Management – Roles
8.10 IT Operations Management – Documentation
8.11 Applications Management – Objectives
8.12 Applications Management – Roles
8.13 Applications Management – Activities
8.14 Roles and Responsibilities
8.15 Service Owner Responsibilities(1 of 2)
8.16 Service Owner Responsibilities(2 of 2)
8.17 Generic Process Owner Responsibilities
8.18 Process Manager – Responsibilities
8.19 Process Practitioner – Responsibilities
8.20 Key roles related to Incident Management Process(1of4)
8.21 Key roles related to Incident Management Process(2of4)
8.22 Key roles related to Incident Management Process(3of4)
8.23 Key roles related to Incident Management Process(4of4)
8.24 Key roles related to Problem Management Process(1of2)
8.25 Key roles related to Problem Management Process(2of2)
8.26 Key roles related to Request Fulfilment Process(1of2)
8.27 Key roles related to Request Fulfilment Process(2of2)
8.28 Key roles related to Event Management Process
8.29 Key roles related to Access Management Process
8.30 Functions Summary
8.31 Quiz

Learning Unit 09 – Technology Implementation Considerations

9.1 Technology Implementation Considerations
9.2 Technology and Implementation Considerations
9.3 Generic Requirements (Toolsets) One of Two
9.4 Generic Requirements (Toolsets) Two of Two
9.5 Evaluation Criteria for Process Implementation (One of Three)
9.6 Evaluation Criteria for Process Implementation (Two of Three)
9.7 Evaluation Criteria for Process Implementation (Three of Three)
9.8 Service Design Evaluation Criteria
9.9 Service Design Evaluation Criteria
9.10 Projects, Risks and Staffing Practices One of Two
9.11 Projects, Risks and Staffing Practices Two of Two
9.12 Implementing Service Operation – Managing Risk in Service Operation
9.13 Implementing Service Operation – Managing Change in Service Operation
9.14 Service Design – Challenges
9.15 Service Design – Risks
9.16 Service Transition – Challenges
9.17 Service Transition – Risks
9.18 Service Transition – Critical Success Factors
9.19 Service Operation – Challenges
9.20 Service Operation Managers – Challenges (1of2)
9.21 Service Operation – Challenges (2of2)
9.22 Service Operation – Risks
9.23 Service Operation – CSFs (1of3)
9.24 Service Operation – CSFs (2of3)
9.25 Service Operation – CSFs (3of3)
9.26 Implementing Service Operation – Planning and Implementing Service Management Technologies
9.27 Implementing Service Operation – Planning and Implementing Service Management Technologies
9.28 Technology and Implementation Considerations – Summary
9.29 Quiz

Learning Unit 10 – Summary exam preparation and direct studies

10.1 Summary: Exam Preparation and Directed
10.2 Directed Studies and Glossary
10.3 Checkpoints
10.4 Thank You


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Frequently Asked Questions

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.
Do employers accept online degrees?
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.
Is online education more conducive to cheating?
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.
How do I know if online education is right for me?
Choosing the right course takes time and careful research no matter how one intends to study. Learning styles, goals, and programs always vary, but students considering online courses must consider technical skills, ability to self-motivate, and other factors specific to the medium. Online course demos and trials can also be helpful.
What technical skills do online students need?
Our platform typically designed to be as user-friendly as possible: intuitive controls, clear instructions, and tutorials guide students through new tasks. However, students still need basic computer skills to access and navigate these programs. These skills include: using a keyboard and a mouse; running computer programs; using the Internet; sending and receiving email; using word processing programs; and using forums and other collaborative tools. Most online programs publish such requirements on their websites. If not, an admissions adviser can help.