PROFESSIONAL QUALIFICATION SCHEME

INTERMEDIATE QUALIFICATION

SERVICE LIFECYCLE

SERVICE TRANSITION CERTIFICATE

SYLLABUS

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Contents
SERVICE TRANSITION CERTIFICATE 4
Target Candidate 4
Prerequisite Entry Criteria 5
Eligibility for Examination 5
Syllabus at a Glance 6
Learning Unit ST01: Introduction to service transition 6
Learning Unit ST02: Service transition principles 6
Learning Unit ST03: Service transition processes 6
Learning Unit ST04: Managing people through service transitions 6
Learning Unit ST05: Organizing for service transition 6
Learning Unit ST06: Technology Considerations 6
Learning Unit ST07: Implementing and improving service transition 7
Learning Unit ST08: Challenges, critical success factors and risks 7
Qualification Learning Objectives 7
Level of Difficulty 8
Service Transition Syllabus 10
Lecture and Exercises 16
Format of the Examination 16
Trainer Qualification Criteria 16
Approved Delivery Structure 16
Terminology List 17!

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 THE ITIL INTERMEDIATE SERVICE LIFECYCLE:
SERVICE TRANSITION CERTIFICATE
The ITIL Intermediate Qualification: Service Transition Certificate is a free-standing qualification, but is
also part of the ITIL Intermediate Lifecycle stream, and one of the modules that leads to the ITIL Expert
Certificate in IT Service Management. The purpose of this training module and the associated exam and
certificate is, respectively, to impart, test, and validate the knowledge on industry practices in service
management as documented in the ITIL Service Transition publication.

Target Candidate
The course syllabus covers the management-level concepts and core information of the
activities and techniques within service transition, but not specific details about each of the
supporting processes.

The main target group for the ITIL Intermediate Qualification: Service Transition Certificate includes, but
is not restricted to:

• Chief information officers (CIOs)

• Chief technology officers (CTOs)
• Managers
• Supervisory staff
• Team leaders
• Service designers
• IT architects
• IT planners
• IT consultants
• IT audit managers
• IT security managers
• ITSM trainers involved in the ongoing management, coordination and integration of transition
activities within the service lifecycle
• Individuals who require a detailed understanding of the ITIL service transition stage of the ITIL
service lifecycle and of how it may be implemented to enhance the quality of IT service
provision within an organization
• IT professionals working within, or about to enter, a service transition environment and requiring
a detailed understanding of the processes, functions and activities involved
• Individuals who have attained the ITIL Foundation Certificate in IT Service Management and
wish to advance to higher level ITIL certifications
• Individuals seeking the ITIL Expert Certification in IT Service Management for which this
qualification can be one of the prerequisite modules
• Individuals seeking progress toward the ITIL Master Certificate in IT Service Management for
which the ITIL Expert is a prerequisite.

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Prerequisite Entry Criteria
Candidates wishing to be trained and examined for this qualification must already hold the ITIL
Foundation Certificate in IT Service Management which must be presented as documentary evidence to
gain admission

Candidates who hold the following ITIL qualifications are also eligible, and similar evidence will be
required:

• Earlier ITIL (V2) Foundation plus Foundation Bridge

• ITIL Expert Certificate in IT Service Management (achieved via Service Manager or Practitioner
bridging routes).

Eligibility for Examination

To be eligible to take the ITIL Intermediate Qualification: Service Transition examination, candidates
shall fulfil the following requirements:

• Undertake at least 21 contact hours (hours of instruction, excluding breaks, with an Accredited
Training Organization (ATO) or an accredited e-learning solution) for this syllabus, as part of a
formal, approved training course/scheme
• A basic IT literacy and around 2 years IT experience are highly desirable
• Hold the ITIL Foundation Certificate in IT Service Management (or other appropriate earlier ITIL
and bridge qualifications– see Pre-requisite Entry Criteria on p5)
• It is recommended that candidates should complete at least 21 hours of personal study by
reviewing the syllabus and the ITIL Service Transition publication in preparation for the
examination, specifically Chapter 2: Service management as a practice.

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 Syllabus at a Glance
Learning Unit ST01: Introduction to service transition
Bloom’s Level 2 Objectives – Full understanding of service transition terms and core concepts.
• The purpose and objectives of service transition
• The scope of service transition and ways that service transition adds value to the business
• The context of service transition in relation to all other lifecycle stages

Learning Unit ST02: Service transition principles

Bloom’s Level 4 Objectives – The knowledge, interpretation and analysis of service transition
principles, techniques and relationships and their application to ensure new, modified or retired
services meet the expectations of the business.
• Service transition policies, principles and best practices for service transition
• How to use metrics to ensure the quality of a new or changed service and the effectiveness and
efficiency of service transition
• The inputs to and outputs from service transition as it interfaces with the other service lifecycle
phases

Learning Unit ST03: Service transition processes

Bloom’s Level 4 Objectives – The knowledge, interpretation and analysis of service transition
principles, techniques and relationships and their application to ensure new, modified or retired
services meet the expectations of the business.
• A management perspective of the purpose and value of the service transition processes, how they
integrate within service transition and how they interface with other lifecycle phases

Learning Unit ST04: Managing people through service transitions

Bloom’s Level 4 Objectives – The knowledge, interpretation and analysis of service transition
principles, techniques and relationships and their application to ensure new, modified or retired
services meet the expectations of the business.
• How to address and manage the communication and commitment aspects of service transition
• How to manage organizational and stakeholder change
• How to develop a stakeholder management strategy, map and analyse stakeholders and monitor
changes in stakeholder commitment

Learning Unit ST05: Organizing for service transition

Bloom’s Level 4 Objectives – The knowledge, interpretation and analysis of service transition
principles, techniques and relationships and their application to ensure new, modified or retired
services meet the expectations of the business.
• How the technical and application management functions interface with service transition
• The interfaces that exist between service transition and other organizational units (including
programmes, projects, service design and suppliers) and the “handover points” required to ensure
delivery of new or change services within the agreed schedule
• Service transition roles and responsibilities, where and how they are used, as well as examples of
how small or larger service transition organizations would be structured to use these roles
• Why service transition needs service design and service operation, what it uses from them and
how

Learning Unit ST06: Technology Considerations

Bloom’s Level 4 Objectives – The knowledge, interpretation and analysis of service transition
principles, techniques and relationships and their application to ensure new, modified or retired
services meet the expectations of the business.
• Technology requirements that support the service transition stage and its integration into the
service lifecycle
• Types of knowledge management, service asset and configuration management and workflow
tools that can be used to support service transition

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Learning Unit ST07: Implementing and improving service transition
Bloom’s Level 4 Objectives – The knowledge, interpretation and analysis of service transition
principles, techniques and relationships and their application to ensure new, modified or retired
services meet the expectations of the business.
• The key activities for introducing an integrated service transition approach into an organization
• The design, creation, implementation and use of service transition in a virtual or cloud environment

Learning Unit ST08: Challenges, critical success factors and risks

Bloom’s Level 4 Objectives – The knowledge, interpretation and analysis of service transition
principles, techniques and relationships and their application to ensure new, modified or retired
services meet the expectations of the business.
• Be able to provide insight and guidance for service transition challenges, risks and critical success
factors

Qualification Learning Objectives

This qualification provides a complete management-level overview of service transition, including all its
related activities.

Candidates can expect to gain competencies in the following upon successful completion of the
education and examination components relating to this certification:

• Introduction to service transition

• Service transition principles
• Service transition processes
• Managing people through service transitions
• Organizing for service transition
• Technology considerations
• Implementing and improving service transition
• Challenges, critical success factors and risks.

In addition the training for this certification should include examination preparation, including a mock
examination opportunity.

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 Level of Difficulty
All ITIL service management qualifications use the Bloom’s taxonomy in both the construction of the
learning units and in the examination which is based on this syllabus.

A learning taxonomy is a scale of the degree of difficulty in the learning process. These levels apply to
the cognitive, affective and psychomotor domains of learning but, in the ITIL Qualification Scheme, we
deal only with the cognitive sphere.

Bloom defines six levels of learning in the COGNITIVE domain which are both sequential and
cumulative. They move from the simple to the complex. This implies that in order to achieve the sixth
level of learning, for example, the instructor must ensure that the previous five levels have been
mastered.

Level 1 - The KNOWING level: The candidate is able to bring to mind or remember the appropriate
material. The examination questions associated with this level tax the candidate’s memory and include
such tasks as defining, recalling, listing, recognizing, describing and naming.

Level 2 - The COMPREHENDING stage: The candidate is able to understand or grasp the meaning of
what is being communicated and make use of the idea without relating it to other ideas or materials and
without seeing the fullest possible meaning or translation of the idea. Examination questions at this level
would include scenarios giving examples of, illustrating, inferring, summarizing and interpreting. These
actions involve the knowing which has taken place at the first level.

Level 3 - The APPLYING level: The candidate should be able to use ideas, principles and theories in
new, particular and concrete situations. Examination questions at this level involve both knowing and
comprehension, and might include choosing appropriate procedures, applying principles, using an
approach or identifying the selection of options.

Level 4 - The ANALYSING level: The candidate is able to break down a communication (rendered in
any form) into constituent parts in order to make the organization and significance of the whole clear.
Breaking down, discriminating, diagramming, detecting, differentiating and illustrating are important
tasks at this level and can be seen to include the previous levels of knowing, comprehending and
applying. Here the significance of the constituent parts of an entity are examined in order to understand
the whole more fully.

Level 5 - The SYNTHESIS level: At this level the candidate is able to put back together again the
various parts or elements of a concept into a unified organization or whole. This putting together again
and making sense of small parts is a crucial factor in intelligence and learning. Examination questions at
this level would include scenarios involving creating, writing, designing, combining, composing,
organizing, revising and planning. In order for this level of learning to occur, it must include the first four
levels – knowing, comprehending, analysing and applying. This level of learning is probably the most
intense and exciting for the candidate.

Level 6 - The EVALUATING phase: In this phase the candidate is able to arrive at an overview and to
judge the value and relative merit of ideas or procedures by using appropriate criteria. At this level of
learning the candidate will be able to compare, judge, appraise, justify, criticize and contrast theories,
procedures, methods and concepts. This level involves mastery of the five previous levels of knowing,
comprehending, applying, analysing and synthesizing.

For the purposes of the ITIL Qualifications Scheme, the Bloom’s level will appear in each syllabus
module to identify the highest level of cognitive difficulty that the course content should deliver in order
to meet the learning outcome and ensure the competence required to meet the examination level of
difficulty.

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The following table illustrates the use of the taxonomy in ITIL professional qualifications.

Bloom Levels and Used by ITIL certification Intellectual activity in learning outcome
taxonomy and exam proficiency

1. Knowing ITIL service management The ability to recall, recite, name, and
2. Comprehending understand the meaning of ITIL terminology
Foundation Level and basic practice fundamentals.

Vernacular examples used in Syllabus:

Understand; describe; identify

3. Applying ITIL service management The ability to use the practices and concepts
4. Analysing in a situation or unprompted use of an
Lifecycle Stream abstraction. Can apply what is learned in the
Capability Stream classroom in workplace situations. Can
Managing Across the separate concepts into component parts to
Lifecycle understand structure and can distinguish
between facts and inferences.

Vernacular examples used in Syllabus:

Analyse; demonstrate; apply; distinguish;

justify; produce; decide

5. Synthesis ITIL service management The ability to create patterns or structure from
6. Evaluating composite elements to achieve a new
Managing Across the meaning or outcome. Can make judgements,
Lifecycle – level 5 only weigh options of ideas and elements to justify
and support an argument or case.
ITIL Master
Vernacular examples used in Syllabus:

Evaluate; justify; summarize; plan; modify;

manage; control

Intermediate stream qualifications will examine according to the Bloom level assigned to each syllabus
learning unit within each of the service lifecycle and service capability streams. This means that a
candidate must be prepared to be tested up to and including that level for any question related to that
learning unit or units.

The examination format of complex multiple choice will offer a scenario and questions with a
corresponding series of possible answers. Each is constructed to test a candidate’s competency up to
and including the Bloom level associated with the syllabus learning unit that the question is mapped to.
Instructors should ensure that the module curriculum offers discussion, practical exercises and
instruction that will ensure the candidate has the competence required to meet the exam level of
difficulty.

The intermediate modules are expected to provide a practical level of proficiency to enable a candidate
to utilize the knowledge learned in their work environment. The examinations test a level of proficiency
that allows candidates to apply the knowledge learned in the course to correctly select the correct
sequence of possible answers.

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 Service Transition Syllabus
The ITIL Intermediate Qualification: Service Transition Certificate is awarded to those who complete the
eight units of study described below and successfully pass the relevant multiple choice examination.

Core guidance references with publication reference (SS - ITIL Service Strategy, SD – ITIL Service
Design, ST – ITIL Service Transition, SO – ITIL Service Operation, CSI – ITIL Continual Service
Improvement) and section numbers are included along with indicative contact study hours.

The contact hours are shown in each learning unit and are suggested to provide adequate time to cover
the core guidance content. However, Accredited Training Organizations (ATOs) are encouraged to
combine or re-order the learning units in any way that suits the flow of their courseware content
delivery. All ATOs must ensure, however, that the minimum contact hours for eligibility for examination
are met.

Section numbers are indicated as “chapter . section . subsection” (X.X.X). Unless otherwise indicated,
instructional coverage of the content of the entire section referenced is assumed.

Learning Unit Curriculum subjects covered Level of

Difficulty
ITIL SL: This learning unit covers the purpose, goals, objectives Up to Bloom
and scope of service transition and the business value of level 2
ST01 service transition activities. It covers the context of
Introduction to service transition in the ITIL service lifecycle and the Knowing and
inputs and outputs of service transition. Comprehending
service
transition To meet the learning outcomes and examination level of
difficulty, the candidates must be able to understand and A full understanding
describe: of service transition
terms and core
• The purpose and objectives of service transition concepts.
Core Guidance References – ST 1.1.1
• The scope of service transition and the processes The ability to recall,
within service transition recite, name, and
Core Guidance References – ST 1.1.2 understand the
meaning of ITIL
• Value to business terminology and
Core Guidance References – ST 1.1.4 basic practice
fundamentals.
• The context of service transition in the ITIL service
lifecycle
Core Guidance References – ST 1.2
Contact hours recommended – 1.0

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Learning Unit Curriculum subjects covered Level of
Difficulty
ITIL SL: This learning unit covers more focused aspects of the Up to Bloom
basic guiding principles of service transition. Specific to level 4
ST02 this unit are key policies and principles that enable the
Service implementation of service transition best practice. Applying
transition To meet the learning outcomes and examination level of Analysing
principles difficulty, the candidates must be able to understand,
describe, identify, demonstrate, apply, distinguish, The candidate
produce, decide or analyse: should reach a
level of
• The key policies and best practice principles that aid competence that
effective service transition supports problem
Core Guidance References – ST 3.1 to 3.1.14 solving, putting
inclusive theory into practice,
• Optimizing service transition performance and typical and interpreting
metrics that can be used principles and
Core Guidance References – ST 3.2 relationships
relating to ST
• Service Transition inputs and outputs by lifecycle principles.
stage
Core Guidance References – ST 3.3, Table 3.1
Contact hours recommended – 2.0
ITIL SL: This unit covers the managerial and supervisory aspects Up to Bloom
of the ITIL processes covered in the service transition level 4
ST03 stage (but excludes the day-to-day operation of the
Service processes, which is covered in the Release, Control and Applying
transition Validation (RCV) Capability module). Analysing
processes This unit should be considered from the management
perspective: i.e., those aspects that would be required to The candidate
understand and control each process and its interfaces, should reach a
oversee the implementation and ongoing improvement of, level of
and compliance to each process, and judge the competence that
effectiveness and efficiency of each process. supports problem
solving, putting
For each process, all sub-sections in the book should be theory into practice,
covered. Candidates must have a good high-level and interpreting
understanding of the process activities, but will not be principles and
expected to have a detailed knowledge of these activities relationships
or a detailed understanding of specific methods and relating to ST
techniques - unless otherwise stated below. The processes.
recommended contact hours for this learning unit should
be taken as a guide to the level of detail that can be
achieved.

For each of the processes the following subsections of the

books will be included or excluded:

Included:
• Purpose and objectives
Core Guidance References – ST 4.x.1
• Scope
Core Guidance References – ST 4.x.2
• Value to Business – ST 4.x.3
• Policies, principle and basic concepts

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Learning Unit Curriculum subjects covered Level of
Difficulty
Core Guidance References – ST 4.x.4
• Process activities, methods and techniques
Core Guidance References – ST 4.x.5
• An understanding of the basic flow and
activities. This will be faciliated by the
following process diagrams:
! Change management – ST Figures
4.2, 4.3, 4.4
! Service asset and configuration
management – ST Figure 4.11
! Release and deployment
management – ST Figures 4.23, 4.25
! Service validation and testing – ST
Figure 4.31
! Change evaluation – ST Figure 4.33
• Triggers, inputs, outputs and interfaces
Core Guidance References – ST 4.x.6
• Critical success factors and key performance
indicators
Core Guidance References – ST 4.x.8
• Challenges and risks
Core Guidance References – ST 4.x.9

Excluded:
• Process activities, methods and techniques
Core Guidance References – ST 4.x.5
• A detailed knowledge of these activities or a
detailed understanding of specific methods
and techniques is not required
• Process information management
Core Guidance References – ST 4.x.7
To meet the learning outcomes and examination level of
difficulty, the candidates must be able to understand,
describe, identify, demonstrate, apply, distinguish,
produce, decide or analyse:

• Transition planning and support

Core Guidance References – ST 4.1 – subsections as
described above
• Change management
Core Guidance References – ST 4.2 – subsections as
described above
(Candidates must have an understanding of
criteria for delegating authority via a change
hierarchy, ST Ffigure 4.5)
• Service asset and configuration management
Core Guidance References – ST 4.3 – subsections as
described above
• Release and deployment management

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Learning Unit Curriculum subjects covered Level of
Difficulty
Core Guidance References – ST 4.4 – subsections as
described above
• Service validation and testing
Core Guidance References – ST 4.5 – subsections as
described above
• Change evaluation
Core Guidance References – ST 4.6 – subsections as
described above
• Knowledge management
Core Guidance References – ST 4.7 – subsections as
described above
Contact hours recommended – 7.0
ITIL SL: This learning unit introduces a high-level view of the Up to Bloom
communications and stakeholder management activities level 4
ST04 which support service transition. The topics include
Managing managing communications, commitment, organizational Applying
people through change and stakeholder change. It covers the aspects of Analysing
organizational roles and responsibilities, along with how to
service plan and implement organizational change. Methods,
transitions The candidate
practices and techniques relating to assessing should reach a
organizational readiness for, and monitoring progress of, level of
organizational change is also covered. competence that
To meet the learning outcomes and examination level of supports problem
difficulty, the candidates must be able to understand, solving, putting
describe, identify, demonstrate, apply, distinguish, theory into practice,
produce, decide or analyse: and interpreting
principles and
• Managing communications and commitment relationships
Core Guidance References – ST 5.1 relating to ST
management
• Managing organizational and stakeholder change
activities.
Core Guidance References – ST 5.2
• Stakeholder Management
Core Guidance References – ST 5.3
Contact hours recommended – 4.0

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Learning Unit Curriculum subjects covered Level of
Difficulty
ITIL SL: This learning unit explores roles, responsibilities and Up to Bloom
organizational structures that are appropriate within level 4
ST05 service transition. Service transition roles and
Organizing for responsibilities are reviewed, along with the organizational Applying
context of service transition. Everything is tied together Analysing
service
with a review of the relationship of service transition with
transition
other lifecycle phases. The candidate
To meet the learning outcomes and examination level of should reach a
difficulty, the candidates must be able to understand, level of
describe, identify, demonstrate, apply, distinguish, competence that
produce, decide or analyse: supports problem
solving, putting
• Organizational development theory into practice,
Core Guidance References – ST 6.1 and interpreting
• Role of technical and application management principles and
function in service transition relationships
Core Guidance References – ST 6.2 relating to ST roles
and responsibilities.
• Organizational context for transitioning a service
Core Guidance References – ST 6.3
• Service transition roles and responsibilities
Core Guidance References – ST 6.4
• The relationship of service transition to other lifecycle
phases
Core Guidance References – ST 6.7
Contact hours recommended – 2.0
ITIL SL: This learning unit covers technology considerations for Up to Bloom
service transition. Technology’s role in service transition is level 4
ST06 explored, as well as how it should be “designed in”, and
Technology the mechanisms for maintaining and maximizing benefit Applying
from the technology. A range of tools are reviewed from Analysing
considerations
enterprise-wide tools through to more specific ITSM
technology and support tools. The candidate
To meet the learning outcomes and examination level of should reach a
difficulty, the candidates must be able to understand, level of
describe, identify, demonstrate, apply, distinguish, competence that
produce, decide or analyse: supports problem
solving, putting
• Technology requirements for service transition that theory into practice,
support service transition as a whole and that support and interpreting
service transition’s integration into the whole lifecycle, principles and
including knowledge management tools, collaboration relationships
and configuration management system relating to ST
Core Guidance References – ST 7.1, 7.2, 7.3 technology.
Contact hours recommended – 1.0

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Learning Unit Curriculum subjects covered Level of
Difficulty
ITIL SL: This unit covers the implementation and improvement of Up to Bloom
service transition in an organization. level 4
ST07
To meet the learning outcomes and examination level of
Implementing difficulty, the candidates must be able to understand, Applying
and improving describe, identify, demonstrate, apply, distinguish, Analysing
service produce, decide or analyse:
transition The candidate
• Key activities in the introduction of service transition should reach a
Core Guidance References – ST 8.1 level of
• An integrated approach to service transition competence that
processes supports problem
Core Guidance References – ST 8.2 solving, putting
theory into practice,
• Implementing service transition in a virtual or cloud and interpreting
environment principles and
Core Guidance References – ST 8.3 relationships
relating to ST
implementation and
improvement
concepts.
Contact hours recommended – 1.0
ITIL SL: This unit covers the challenges and critical success Up to Bloom
factors (CSF) facing service transition and how risk level 4
SD08 mitigation contributes to service transition.
Challenges, To meet the learning outcomes and examination level of Applying
critical difficulty, the candidates must be able to understand, Analysing
success describe, identify, demonstrate, apply, distinguish,
factors and produce, decide or analyse: The candidate
risks should reach a
• Challenges facing service transition level of
Core Guidance References – ST 9.1 competence that
• Measurement through analysing critical success supports problem
factors Core Guidance References – ST 9.2 solving, putting
theory into practice,
• Potential implementation risks that could affect and interpreting
services currently in transition and being planned principles and
Core Guidance References – ST 9.3 relationships
relating to ST
• External factors that affect the approach to service
challenges, CSFs
transition
and risks
Core Guidance References – ST 9.4
Contact hours recommended – 1.0
ITIL SL: This unit summarizes the material covered in the previous
units and prepares candidates for the examination. It is
ST09 likely that most course providers will wish to offer and
Summary, review at least one opportunity for a mock examination.
exam
preparation
and directed
studies
Contact hours recommended – 2.0

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Lecture and Exercises
Meeting the learning objectives of this syllabus can be aided by the use of practical exercises during the
delivery of an accredited course. It is recommended that course providers make use of exercises to
enhance the reinforcement of the learning objectives in this syllabus. To aid course providers, there are
areas within each learning unit whose learning objective includes such phrases as “identify, describe,
analyse”, etc, which may be considered as opportunities to introduce practical course exercises. These
are not mandated areas for practical exercises, but provided as suggestions for use by course
providers.

Format of the Examination

Eight (8) multiple choice, scenario-based, gradient-scored questions.
Each question will have 4 possible answer options, one which is worth 5 marks,
Type
one which is worth 3 marks, one which is worth 1 mark, and one which is a
distracter and achieves no marks.
Duration Maximum 90 minutes for all candidates in their respective language
Provisions for
Candidates completing an exam in a language that is not their mother tongue
additional time
have a maximum of 120 minutes to complete the exam and are allowed the use
relating to
of a dictionary.
language
• ITIL Foundation Certificate in IT Service Management (or other appropriate
earlier ITIL and bridge qualifications– see Pre-requisite Entry Criteria on p5)
Prerequisite
• Completion of an Accredited course from an ITIL Accredited Training
Provider
Supervised Yes
Open Book No
Pass Score 28/40 or 70%

Trainer Qualification Criteria

This syllabus can only be delivered to target groups by an accredited provider/trainer. Any
provider/trainer must hold the following qualifications to be eligible to provide this syllabus:

Criteria Eligibility Degree of proficiency validation

The company shall be registered and in good
Accredited Training Organization Required
standing with the Official Accreditor
Instructor must present a valid certificate issued
ITIL Service Transition Certification Required
by an accredited Examination Institute
Instructor must present a valid certificate issued
ITIL Expert Certification Required
by an accredited Examination Institute

Approved Delivery Structure

Structure Operational Standard Requirements
• Training providers are free to structure and organise their training in the way
they find most appropriate, provided the units of the syllabus are sufficiently
Training Delivery covered.
• Training must be delivered via an ATO based on this syllabus. Training can
be delivered virtually, via an e-learning/learning technology solution.

© AXELOS Limited 2013. All rights reserved. Reproduction of this material requires the permission of AXELOS Limited.
The swirl logoTM is a trade mark of AXELOS Limited ITIL® is a registered trade mark of AXELOS Limited
The ITIL Intermediate Qualification Service Transition Certificate Syllabus v5.3.docx – January 2013
Version 5.3 (Status – Live) Page 16-17 Document owner – The Official ITIL Accreditor
 Terminology List
After studying this course, the candidate is expected to understand the meanings of the following terms
in the context of service transition. This list does not include terms that are explicitly mentioned within
the learning units of this syllabus - for example, "critical success factor”.

acceptance Data-to-Information-to- PRojects IN Controlled

Knowledge-to-Wisdom Environments (PRINCE2)
asset management definitive media library qualification
attribute deployment release
back-out design coordination release package
baseline early life support release unit
benchmark effectiveness remediation
budgeting efficiency request for change
build emergency change risk
build environment emergency change advisory service acceptance criteria
board
business case environment service asset and configuration
management
business objective fixed asset service catalogue
business relationship fixed asset management service charter
management
change impact service design
change advisory board IT service service design package
change model key performance indicator service knowledge management
system
change proposal knowledge base service level agreement
change record known error service level target
change request known error database service model
change schedule live environment service portfolio
change window management information system snapshot
charter Management of Risk (M_o_R) software asset management
CI type management system stakeholder
configuration model standard change
configuration baseline normal change status accounting
configuration control operational level agreement supplier
configuration identification outcome test
configuration item pilot test environment
configuration management Plan-Do-Check-Act underpinning contract
configuration management post-implementation review urgency
database
configuration management programme utility
system
configuration record project validation
continual service improvement Project Management Body of verification
Knowledge (PMBOK)
contract project management office verification and audit
course corrections project portfolio warranty
CSI register projected service outage work order
customer-facing service

-------------------------- E N D O F D O C U M E N T ---------------------------------------

© AXELOS Limited 2013. All rights reserved. Reproduction of this material requires the permission of AXELOS Limited.
The swirl logoTM is a trade mark of AXELOS Limited ITIL® is a registered trade mark of AXELOS Limited
The ITIL Intermediate Qualification Service Transition Certificate Syllabus v5.3.docx – January 2013
Version 5.3 (Status – Live) Page 17-17 Document owner – The Official ITIL Accreditor