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Document Control Information

Document Details
Document Name The ITIL Intermediate Qualification Release Control and
Validation Certificate v5.2
Purpose of Document Provide a detailed syllabus for the ITIL Intermediate
Qualification: Release, Control and Validation Certificate
Document Version Number 5.2
Document Status Live
Document Owner APM Group-The Accreditor
Prepared By Examination Panel
Date Approved J uly 2011
Approved By Chief Examiner
Next Scheduled Review Date


Version History
Version Number Date Approved Change / Reason for Change / Comments
5.0 01 J une 2011 Aligned to the 2011 edition of the ITIL core guidance
5.1 22 J une 2011 Updated to reflect additional changes to core guidance
5.2 18 J uly 2011 Updated to refine reference description (ITIL RCV01 4.1.5.2)






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PROFESSIONAL
QUALIFICATION SCHEME







INTERMEDIATE QUALIFICATION


SERVICE CAPABILITY


RELEASE, CONTROL AND VALIDATION
CERTIFICATE



SYLLABUS





















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Contents

RELEASE, CONTROL AND VALIDATION CERTIFICATE 4
Target Candidate 4
Prerequisite Entry Criteria 5
Eligibility for Examination 5
Syllabus at a Glance 6
Learning Unit RCV01: Introduction to release, control and validation (RCV) 6
Learning Unit RCV02: Change management 6
Learning Unit RCV03: Service asset and configuration management (SACM) 6
Learning Unit RCV04: Service validation and testing (SVT) 6
Learning Unit RCV05: Release and deployment management (RDM) 6
Learning Unit RCV06: Request fulfilment 7
Learning Unit RCV07: Change evaluation 7
Learning Unit RCV08: Knowledge management (KM) 7
Learning Unit RCV09: Release, control and validation roles and responsibilities 7
Learning Unit RCV10: Technology and Implementation Considerations 7
Qualification Learning Objectives 8
Level of Difficulty 9
Release, Control and Validation Syllabus 11
Lecture and Exercises 22
Format of the Examination 22
Criteria of Training Competence 22
Approved Delivery Structure 22
Terminology List 23


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THE ITIL INTERMEDIATE QUALIFICATION:
RELEASE, CONTROL AND VALIDATION CERTIFICATE

The ITIL Intermediate Qualification: Release, Control and Validation (RCV) Certificate is a free-standing
qualification, but is also part of the ITIL Intermediate Capability 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 Lifecycle core publications.

The ITIL Certificate in Release, Control and Validation is intended to enable the holders of the certificate
to apply the practices during the service management lifecycle and specifically in the following key ITIL
process, role and function areas:

Change management
Service asset and configuration management
Service validation and testing
Release and deployment management
Request fulfilment
Change evaluation
Knowledge management


Target Candidate

The target group of the ITIL Intermediate Qualification: Release, Control and Validation Certificate
includes, but is not restricted to:

IT professionals
Business managers
Business process owners
Individuals who require a deep understanding of the ITIL Certificate in the Release, Control and
Validation processes and of how it may be used to enhance the quality of IT service support
within an organization.
IT professionals that are working within an organization that has adopted and adapted ITIL, and
who need to be informed about, and thereafter contribute to, an ongoing service improvement
programme
Operational staff involved in change management, release and deployment management,
service validation and testing, service asset and configuration management, request fulfilment,
change evaluation and knowledge management, and who wish to enhance their role-based
capabilities
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 Certificate 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).

It is recommended that candidates:

Demonstrate familiarity with IT terminology and understand the context of release, control and
validation management in their own business environment
Have some experience of working in a service management capacity within a service provider
environment, with responsibility relating to at least one of the following service management
processes:
Change management
Service asset and configuration management
Service validation and testing
Release and deployment management
Request fulfilment
Change evaluation
Knowledge management

Before attending training for the certification it is also strongly recommended that candidates
read the ITIL Service Lifecycle core publications and, in particular, the ITIL Service Transition
and ITIL Service Operation publications.


Eligibility for Examination

To be eligible for the examination leading to the ITIL Release, Control and Validation Certificate, the
candidate must fulfil the following requirements:

Undertake at least 30 contact hours (hours of instruction, excluding breaks, with an Accredited
Training Organisation (ATO) or an accredited e-learning solution) for this syllabus, as part of a
formal, approved training course/scheme
2 to 4 years professional experience working in IT service management is highly desirable
Hold the ITIL Foundation Certificate in IT Service Management (or other appropriate earlier ITIL
and bridge qualifications see Prerequisite Entry Criteria on p5)
It is also recommended that candidates should complete a minimum of 12 hours of personal
study by reviewing the syllabus and the pertinent areas within the ITIL Service Transition and
ITIL Service Operation core guidance in preparation for the examination, specifically Chapter 2:
Service management as a practice.



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Syllabus at a Glance

Learning Unit RCV01: Introduction to release, control and validation (RCV)
Blooms Level 2 Objectives Full understanding of RCV core concepts
The purpose, objectives and scope of service transition lifecycle phase
The RCV processes in relation to service transition
Activities related to overall transition planning and ongoing support

Learning Unit RCV02: Change management
Blooms Level 4 Objectives The knowledge, interpretation and analysis of change management
principles, techniques and relationships and their application for the effective management of
release, control and validation
The end-to-end process flow for change management , including its policies, design strategy,
concepts, activities, and interfaces with other processes
A measurement model and the metrics that would be used to support change management within
RCV practices
The benefits and business value that can be gained from change management and the challenges
and risks to be managed

Learning Unit RCV03: Service asset and configuration management (SACM)
Blooms Level 4 Objectives The knowledge, interpretation and analysis of service asset and
configuration management principles, techniques and relationships and their application for the
effective management of release, control and validation
The end-to-end process flow for service asset and configuration management, including its
policies, design strategy, concepts, activities and interfaces with other processes
A measurement model and the metrics that would be used to support service asset and
configuration management within RCV practices
The benefits and business value that can be gained from service asset and configuration
management and the challenges and risks to be managed

Learning Unit RCV04: Service validation and testing (SVT)
Blooms Level 4 Objectives The knowledge, interpretation and analysis of service validation and
testing principles, techniques and relationships and their application for the effective management of
release, control and validation
The end-to-end process flow for the SVT process, including its policies, concepts, activities and
interfaces with other processes
Test modeling techniques and testing concepts (for example, stakeholder requirements, test
conditions, environments, data) and how these test components are used to ensure service quality
A measurement model and the metrics that would be used to support service validation and testing
within RCV practices
The benefits and business value that can be gained from SVT and the challenges and risks to be
managed

Learning Unit RCV05: Release and deployment management (RDM)
Blooms Level 4 Objectives The knowledge, interpretation and analysis of service validation and
testing principles, techniques and relationships and the application of them for the effective
management of release, control and validation
The end-to-end process flow for release and deployment management , including its policies,
concepts, phases, activities and interfaces with other processes
Release and deployment models and related activities (for example, design, planning, build, pilots,
test, transfer, deployment, retirement). and how these activities ensure service quality
A measurement model and the metrics that would be used to support release and deployment
management within RCV practices
The benefits and business value that can be gained from release and deployment management


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Learning Unit RCV06: Request fulfilment
Blooms Level 4 Objectives The knowledge, interpretation and analysis of request fulfilment
principles, techniques and relationships and their application for the effective management of
release, control and validation
The end-to-end process flow for request fulfilment, including its policies, concepts, activities, and
interfaces with other processes (for example, RDM, SACM and change management)
Request fulfilment models and related activities (for example, effectiveness of designs, changes,
performance) and how these activities help to ensure quality service within RCV
A measurement model and the metrics that would be used to support request fulfillment within
RCV practices
The benefits and business value that can be gained from request fulfillment and the challenges
and risks to be managed

Learning Unit RCV07: Change evaluation
Blooms Level 4 Objectives The knowledge, interpretation and analysis of change evaluation
principles, techniques and relationships and their application for the effective management of
release, control and validation
The end-to-end process flow for change evaluation, including its policies, concepts, activities
interfaces with other processes
Perspectives and considerations for evaluating the effectiveness of a service change
A measurement model and the metrics that would be used to support change evaluation within
RCV practices
The benefits and business value that can be gained from change evaluation and the challenges
and risks to be managed

Learning Unit RCV08: Knowledge management (KM)
Blooms Level 4 Objectives The knowledge, interpretation and analysis of knowledge management
principles, techniques and relationships and their application for the effective management of
release, control and validation
The end-to-end process flow for knowledge management, including its policies, concepts, activities
and interfaces with other processes (for example CSI processes)
Related concepts (for example, data-information-knowledge-wisdom (DIKW)) and how these
activities help to ensure knowledge transfer and improved decision-making
The benefits and business value that can be gained from knowledge management and the
challenges and risks to be managed

Learning Unit RCV09: Release, control and validation roles and responsibilities
Blooms Level 4 Objectives The knowledge, interpretation and analysis of RCV roles and their
application for the effective management of release, control and validation
Generic roles that support service transition and the RCV processes
The roles and responsibilities related to transition planning and support, change management,
service asset and configuration management, service validation and testing, release and
deployment management, request fulfilment, change evaluation, and knowledge management.
Where and how these are used, as well as how they fit within the context of service transition.

Learning Unit RCV10: Technology and Implementation Considerations
Blooms Level 4 Objectives The knowledge, interpretation and analysis of technology and
implementation considerations and their application for the effective management of release, control
and validation
The technology requirements for service management tools, where and how these would be used
within RCV (for example, knowledge management and service asset and configuration
management)
The need and benefits of tools that support service transition as related to RCV
Implementing RCV processes in the context of planning and managing change, service operation,
project management, risk management, and staff considerations.



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Qualification Learning Objectives

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

The importance of service management as a practice concept and service transition principles,
purpose and objective
The importance of ITIL release, control and validation while providing service
How all processes in ITIL release, control and validation interact with other service lifecycle
processes
What are the processes, activities, methods and functions used in each of the ITIL release,
control and validation processes
How to use the ITIL release, control and validation processes, activities and functions to
achieve operational excellence
How to measure ITIL release, control and validation
The importance of IT security and its contributions to ITIL release, control and validation
The technology and implementation considerations surrounding ITIL release, control and
validation
Change management as a capability to realize successful service transition
Service validation and testing as a capability to ensure the integrity and the quality of service
transition
Service asset and configuration management as a capability to monitor the state of service
transition
Knowledge management as part of enhancing the on-going management decision support and
service delivery capability
Request fulfilment and change evaluation to ensure meeting committed service level
performance
Release, control and validation process roles and responsibilities
Technology and implementation considerations
Challenges, critical success factors and risks associated with ITIL release, control and
validation

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


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Level of Difficulty

All ITIL service management qualifications use the Blooms 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 candidates 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 Blooms 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.

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

1. Knowing
2. Comprehending

ITIL service management

Foundation Level


The ability to recall, recite, name, and
understand the meaning of ITIL terminology
and basic practice fundamentals.

Vernacular examples used in Syllabus:

Understand; describe; identify


3. Applying
4. Analysing


ITIL service management

Lifecycle Stream
Capability Stream
Managing Across the
Lifecycle








The ability to use the practices and concepts
in a situation or unprompted use of an
abstraction. Can apply what is learned in the
classroom in workplace situations. Can
separate concepts into component parts to
understand structure and can distinguish
between facts and inferences.

Vernacular examples used in Syllabus:

Analyse; demonstrate; apply; distinguish;
justify; produce; decide

5. Synthesis
6. Evaluating

ITIL service management

Managing Across the
Lifecycle level 5 only

ITIL Master


The ability to create patterns or structure from
composite elements to achieve a new
meaning or outcome. Can make judgements,
weigh options of ideas and elements to justify
and support an argument or case.

Vernacular examples used in Syllabus:

Evaluate; justify; summarize; plan; modify;
manage; control


Intermediate stream qualifications will examine according to the Blooms 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 candidates competency up to
and including the Blooms 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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Release, Control and Validation Syllabus

The ITIL Intermediate Qualification: Release, Control and Validation Certificate is awarded to those who
complete the ten units of study described below, and who successfully pass the relevant multiple-choice
examination.

Core guidance references with publication reference (SS Service Strategy, SD Service Design, ST
Service Transition, SO Service Operation, CSI 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 Organisations (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.

The process-related learning units cover the day-to-day operation of the ITIL processes covered in this
course, but exclude aspects such as implementing the processes which are covered in the Service
Lifecycle modules.

The process-related units should be considered from the practitioner perspective and should impart the
skills and knowledge needed to execute the activities on a daily basis.

For each process, all sub-sections in the book should be covered, with a particular focus placed on the
end-to-end process flow. Candidates must understand the details of each process activity, along with
associated methods and techniques.

The recommended contact hours for each process-related learning unit should be taken as a guide to
the level of detail that can be achieved.

Learning Unit Curriculum Subjects Covered Level of
Difficulty
ITIL SC:
RCV01
Introduction
The initial learning unit provides an introduction to the purpose
and objectives of the service transition phase and the role that
RCV plays within that phase and within the service lifecycle.
Considerations for developing a transition strategy and
planning and coordinating service transition activities are
explored, including associated roles and responsibilities.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand
and describe:
Purpose and objectives of service transition
Core Guidance References - ST 1.1.1
Scope of the service transition phase in relation to the
RCV processes, its value to the business and how the
RCV processes interact with processes within other
lifecycle stages
Core Guidance References - ST 1.1.2, 1.1.4
Various aspects to be considered for developing an
effective service transition strategy
Core Guidance References - ST 4.1.5.1
Defining service transition lifecycle stages
Up to
Blooms level
2
Knowing and
Comprehending
The ability to
recall, recite,
name and to
understand the
meaning of ITIL
terminology and
basic practice
fundamentals.

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
Core Guidance References - ST 4.1.5.2
The key initiatives that are important for an effective
preparation for service transition
Core Guidance References - ST 4.1.5.3
The approach and best practices in planning and
coordinating service transition activities
Core Guidance References - ST 4.1.5.4
How service transition provides transition process support
to stakeholders
Core Guidance References - ST 4.1.5.5

Contact hours recommended 1.0
ITIL SC:
RCV02
Change
management
This learning unit addresses how the process of change
management contributes to RCV practices. The lifecycle stage
emphasized in this unit is service transition. A complete
overview of the purpose, objectives, scope and importance of
change management as a process to generate business value
is explored and demonstrated using examples. Change
management policies, principles, concepts, activities, methods
and techniques are explained in relation to RCV practices, and
especially in relation to types of change requests and how they
flow through the process. Efficient use of change management
metrics are reviewed in this unit, as well as how service
operation and continual service improvement interacts with
change management.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
describe, identify, demonstrate, apply, distinguish, produce,
decide or analyse:
The purpose and objectives of the change management
process, and describe its practical application within a
business environment
Core Guidance References - ST 4.2.1
The scope of the change management process
Core Guidance References - ST 4.2.2
The business value of change management and
demonstrate some practical examples in real-life situations
Core Guidance References - ST 4.2.3
Change management policies, and its design and planning
considerations
Core Guidance References - ST 4.2.4.1, 4.2.4.2
Types of change request, and describe them using
examples by service lifecycle stage; distinguish changes,
requests for change (RFCs) and change records
Core Guidance References - ST 4.2.4.3, 4.2.4.4
The role of change models, change proposals and
standard changes
Core Guidance References - ST 4.2.4.5, 4.2.4.6, 4.2.4.7.
The options and considerations for remediation planning
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting
principles and
relationships
relating to
principles and
relationships
relating to
change
management.

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
Core Guidance References - ST 4.2.4.8
Typical activities involved in managing changes, and
describe workflow of processing different types of change
requests
Core Guidance References - ST 4.2.5 up to beginning of
4.2.5.1, including Figures 4.2, 4.3 and 4.4
The methods and techniques associated with each major
change management activity
Core Guidance References balance of ST 4.2.5
The change management process triggers, inputs, outputs
and interfaces with other processes
Core Guidance References - ST 4.2.6

The role of the configuration management system (CMS)
in change management
Core Guidance References - ST 4.2.7
How change management can be effectively measured,
and examples of critical success factors and key
performance indicators
Core Guidance References - ST 4.2.8
The challenges and risks of change management
Core Guidance References - ST 4.2.9
Typical change management activities that may be
performed on a day-to-day basis during the service
operation lifecycle stage
Core Guidance References - SO 5.12.1, 8.1
Managing organization and stakeholder change as an
essential part of continual improvement
Core Guidance References - ST 5.2 (up to 5.2.1), ST
5.2.1.1, ST 5.2.3 (up to 5.2.3.1)

Contact hours recommended 4.0
ITIL SC:
RCV03
Service asset
and
configuration
management

This learning unit expands on how the process of service asset
and configuration management (SACM) contributes to RCV
practices. The lifecycle phase emphasized in this unit is
service transition. It provides a complete overview of the
purpose, objectives, scope and importance of SACM as a
process to generate business value. SACM policies, principles,
concepts, activities, methods and techniques are explained in
relation to RCV practices. The importance and use of
configuration items (CIs) is explained, along with tools, activity
models, CMS back-ups and historical data. Efficient use of
SACM metrics are reviewed in this unit, as well as how service
operation interacts with SACM.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
describe, identify, demonstrate, apply, distinguish, produce,
decide or analyse:
The purpose and objectives of the SACM process
Core Guidance References - ST 4.3.1
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting
principles and
relationships
relating to
SACM.

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
The scope of SACM
Core Guidance References - ST 4.3.2
The business value of the SACM process, and
demonstrate some practical examples in real-life situations
Core Guidance References - ST 4.3.3
SACM policies and basic concepts and various types of
CIs
Core Guidance References - ST 4.3.4.1, 4.3.4.2
The use of a configuration management system (CMS),
and its major components, in supporting the effective
execution of SACM process
Core Guidance References - ST 4.3.4.3
The activities of asset management, the role of software
asset management and associated tools
Core Guidance References - ST 4.3.4.4
The key SACM process activities and deliverables for
executing each of these activities
Core Guidance References - ST 4.3.5
The SACM process triggers, inputs, outputs and interfaces
with other processes
Core Guidance References - ST 4.3.6
The information management considerations for SACM
Core Guidance References - ST 4.3.7
How the SACM process can be effectively measured, and
examples of critical success factors and key performance
indicators and their application
Core Guidance References - ST 4.3.8
The challenges and risks of SACM
Core Guidance References - ST 4.3.9
Typical SACM activities performed on a daily basis by
service operation
Core Guidance References - SO 5.12.2
Contact hours recommended 3.5
ITIL SC:
RCV04
Service
validation and
testing
This learning unit introduces the service validation and testing
(SVT) process and looks at how it contributes to RCV. It
provides a complete overview of the purpose, objectives,
scope and importance of SVT as a process, the various test
models, test and validation conditions. SVT policies, principles,
concepts, activities, methods and techniques are explained in
relation to RCV practices and building/achieving quality of
service. Efficient use of SVT metrics is reviewed in this unit in
terms of business value contribution and internal efficiency.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
describe, identify, demonstrate, apply, distinguish, produce,
decide or analyse:
The purpose and objectives of the SVT process
Core Guidance References - ST 4.5.1
The scope of the SVT process
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting
principles and
relationships

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
Core Guidance References - ST 4.5.2
The business value of the SVT process, and demonstrate
some practical examples in real-life situations
Core Guidance References - ST 4.5.3
How policies can drive and support the execution of the
SVT process, and describe practical examples of such
policies
Core Guidance References - ST 4.5.4.1
Various test models, their objectives and test conditions,
and examples of validation conditions
Core Guidance References - ST 4.5.4.5, ST Table 4-10
Various validation and testing perspectives, their purposes
and the stakeholder groups requirements to be addressed
Core Guidance References - ST 4.5.4.6
The use of test levels and test models to help with building
quality service deliverables during the early stage of the
service development lifecycle
Core Guidance References - ST 4.5.4.7, ST Fig 4-14
The key activities of the SVT process, the underlying
method and techniques in performing each step
Core Guidance References - ST 4.5.5, ST Fig 4-32
The SVT process triggers, inputs, outputs and interfaces
with other processes
Core Guidance References - ST 4.5.6
The practices of maintaining test data and test
environments in respect of changing test requirements
Core Guidance References - ST 4.5.7
How the SVT processes can be measured in terms of
business value contribution and internal efficiency, and
examples of critical success factors and key performance
indicators
Core Guidance References - ST 4.5.8
The challenges and risks of SVT
Core Guidance References - ST 4.5.9
relating to SVT.
Contact hours recommended 4.0
ITIL SC:
RCV05
Release and
deployment
management

This learning unit covers how the release and deployment
management (RDM) process contributes to RCV practices. It
provides a complete overview of the purpose, objectives,
scope and importance of release and deployment
management as a process to generate business value.
Release and deployment management policies, principles,
concepts, activities, methods and techniques are explained in
relationship to RCV practices. The concept of the release unit
is explained, along with RDM planning, release build and test,
pilots, deployment, logistics, delivery, retirement, risks and
financials. Efficient use of RDM critical success factors and key
performance indicators are reviewed.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
describe, identify, demonstrate, distinguish, decide or analyse:
The purpose, and objectives of the RDM process
Core Guidance References - ST 4.4.1
The scope of the RDM process
Core Guidance References - ST 4.4.2
The business value of the RDM process
Core Guidance References - ST 4.4.3
RDM policies, the concept of a release unit, release design
options and considerations, and models
Core Guidance References - ST 4.4.4.1, 4.4.4.2, 4.4.4.3,
4.4.4.4
The four phases of RDM
Core Guidance References - ST 4.4.5 (up to 4.4.5.1)
Release and deployment planning considerations
Core Guidance References - ST 4.4.5.1
(Candidates are expected to understand the concepts and
examples presented in 4.4.5.1 but are not expected to
memorize the bulleted lists)
Release and deployment plans
Pass/fail criteria
Build and test planning
Planning release packaging and build
Preparation for release build and test
Deployment planning
Planning of pilots
Financial/commercial planning
The key steps and techniques for performing the release
build and test stage
Core Guidance References - ST 4.4.5.2
(Candidates are expected to understand the concepts and
examples presented in 4.4.5.2 but are not expected to
memorize the bulleted lists)
Release and build documentation
Acquire and test input configuration items and components
Release packaging
Build and manage the test environments
Service testing and pilots
The approach for developing a detailed plan for
deployment and the key steps for performing the actual
transfer, deployment and retirement, verifying deployment,
providing early life support
Core Guidance References - ST 4.4.5.3, ST Fig 4-25
Reviewing and closing the deployment
Core Guidance References - ST 4.4.5.4
principles and
relationships
relating to RDM.

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
The RDM process triggers, inputs, outputs and interfaces
with other processes
Core Guidance References - ST 4.4.6
How information pertaining to service deployment should
be recorded and maintained
Core Guidance References - ST 4.4.7
How the RDM processes can be measured in terms of
business value contribution and examples of critical
success factors and key performance indicators
Core Guidance References - ST 4.4.8
The challenges, risks and critical success factors
pertaining to RDM
Core Guidance References - ST 4.4.9
Typical RDM activities performed on a daily basis by
service operation
Core Guidance References - SO 5.12.3
Contact hours recommended 4.0
ITIL SC:
RCV06
Request
fulfilment
This learning unit looks at how the request fulfilment process
contributes to RCV practices. The lifecycle phase emphasized
in this unit is service operation. A complete overview of the
purpose, objectives, scope and importance of request
fulfilment as a process, as well as of how request fulfilment
may help to establish a self-help service practice within an
organization. Request fulfilment policies, principles, concepts,
activities, methods and techniques are explained in relation to
RCV practices. The relationship between request fulfilment and
release and deployment management is explored, as well as
how it differs from incident management.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
describe, identify, demonstrate, distinguish, decide or analyse:
The purpose, objectives and scope of the request
fulfilment process
Core Guidance References - SO 4.3.1, 4.3.2
The business value of the request fulfilment process
Core Guidance References - SO 4.3.3
Request fulfilment policies, principles and basic concepts.
Core Guidance References - SO 4.3.4
Request fulfilment activities and demonstrate some
practical examples of service requests that can be offered
as standard services by category
Core Guidance References - SO 4.3.5
Request fulfilment process triggers, inputs, outputs and
interfaces (particularly with RDM, SACM and change
management)
Core Guidance References - SO 4.3.6
Information required by the request fulfilment process
Core Guidance References - SO 4.3.7
How request fulfilment can be effectively measured, and
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting
principles and
relationships
relating to
request
fulfilment.

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
examples of critical success factors and key performance
indicators
Core Guidance References - SO 4.3.8
Challenges and risks pertaining to request fulfilment
Core Guidance References - SO 4.3.9
Contact hours recommended 2.0
ITIL SC:
RCV07
Change
evaluation
This learning unit covers the change evaluation process of
service transition and how it contributes to RCV. It provides a
complete overview of the purpose, objectives, scope and
importance of change evaluation as a process. Change
evaluation policies, principles, concepts, activities, methods,
and techniques are explained in relation to RCV practices. The
evaluation of predicted and actual service performance and
their relation to risk management is also discussed.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
describe, identify, demonstrate, distinguish, decide or analyse:
The purpose, objectives and scope of the change
evaluation process
Core Guidance References - ST 4.6.1, 4.6.2
The business value of the change evaluation process
Core Guidance References - ST 4.6.3
Change evaluation policies, principles and use of the Plan-
Do-Check-Act model
Core Guidance References - ST 4.6.4
Change evaluation process terminology and typical
change evaluation process workflow
Core Guidance References - ST 4.6.5.1, 4.6.5.2, ST Fig 4-
33
Perspectives to consider when executing an evaluation
plan, the intended and unintended effect of a change, and
factors for evaluating the effectiveness of a service change
Core Guidance References - ST 4.6.5.3, 4.6.5.4, 4.6.5.5,
4.6.5.6, ST Table 4-14
The evaluation of predicted service performance and
actual performance and of risk management. How this can
impact the course of actions for the overall service
design/change evaluation.
Core Guidance References - ST 4.6.5.7, 4.6.5.8, 4.6.5.9
Evaluation report contents
Core Guidance References ST 4.6.5.10
Change evaluation process triggers, inputs, outputs and
interfaces
Core Guidance References - ST 4.6.6
The role of the SKMS and CMS relative to the change
evaluation process
Core Guidance References - ST 4.6.7
How change evaluation can be effectively measured, and
examples of critical success factors and key performance
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting
principles and
relationships
relating to
request
fulfilment.

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
indicators
Core Guidance References - ST 4.6.8
Challenges and risks pertaining to change evaluation
Core Guidance References - ST 4.6.9
Contact hours recommended 2.0
ITIL SC:
RCV08
Knowledge
management

This learning unit deals with how the KM process contributes to
RCV practices. It covers a complete overview of the purpose,
objectives, scope and importance of KM as a process, and the
benefits of deploying a service knowledge management
system (SKMS). The basic layers of the KM concept using the
data-information-knowledge-wisdom (DIKW) structure are
covered, as well as what constitutes an effective KM strategy
with practical techniques for enabling knowledge transfer. It
covers KM policies, principles, concepts, activities, methods
and in relation to RCV practices and the importance of the
stakeholder groups. Efficient use of KM critical success factors
and key performance indicators are reviewed.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
describe, identify, demonstrate, distinguish, decide or analyse:
The purpose, objectives and scope of the KM process
Core Guidance References - ST 4.7.1, 4.7.2
The business value of the KM process, especially in the
context of service transition
Core Guidance References - ST 4.7.3
KM policies and use of DIKW structure. The SKMS and its
relationship with the CMDB and CMS, using examples
Core Guidance References - ST 4.7.4.1, 4.7.4.2, 4.7.4.3,
ST Fig 4-35
KM activities and practical techniques for enabling a KM
strategy, knowledge transfer and the effective
management of data, information and knowledge.
Demonstrate the benefits of using an SKMS through
examples
Core Guidance References - ST 4.7.5, ST Fig 2-7
KM process triggers, inputs, outputs and interfaces. The
stakeholder groups within the IT service management
organization whose support is needed for effective
knowledge management.
Core Guidance References - ST 4.7.6
Information management aspects to consider when
creating an SKMS
Core Guidance References - ST 4.7.7
How KM can be effectively measured, and examples of
critical success factors and key performance indicators
Core Guidance References - ST 4.7.8
Challenges and risks pertaining to KM
Core Guidance References - ST 4.7.9
The relationship between continual service improvement
and knowledge management
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting
principles and
relationships
relating to the
KM process.

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
Core Guidance References - CSI 3.7
Contact hours recommended 3.5
ITIL SC:
RCV09
RCV roles and
responsibilities

This learning unit deals with how service transition roles and
responsibilities contribute to RCV practices. It defines and
discusses change management, release and deployment
management, service validation and testing, service asset and
configuration management, knowledge management, request
fulfilment and change evaluation roles/functions that are
responsible for executing each step of the process.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
describe, identify, demonstrate, distinguish, decide or analyse:
Generic roles involved in service transition
Core Guidance References - ST 6.4.1, 6.4.2, 6.4.3, 6.4.4
The key roles/functions responsible for executing each
process step as related to:
Transition planning and support
Core Guidance References - ST 6.4.5
Change management
Core Guidance References - ST 6.4.6
Service asset and configuration management
Core Guidance References - ST 6.4.7
Release and deployment management
Core Guidance References - ST 6.4.8
Service validation and testing
Core Guidance References - ST 6.4.9
Request fulfilment
Core Guidance References - SO 6.7.7
Change evaluation
Core Guidance References - ST 6.4.10
Knowledge management
Core Guidance References - ST 6.4.11
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting
principles and
relationships
relating to the
roles and
responsibilities.
Contact hours recommended 2.0
ITIL SC:
RCV10
Technology
and
implementation
considerations


This learning unit deals with technology and implementation
considerations and how they contribute to RCV practices.
Service design is specifically used to identify good practices
and evaluation criteria for technology and tools. Service
operation provides the specifics on managing changes in
operations, service operation and project management,
assessing and managing risk in service operation, operational
staff in service design and transition and planning and
implementing service management technology. Service
transition provides the specifics on the technology
considerations for implementing and collaboration for service
asset and configuration management and knowledge
management.
To achieve the learning outcomes and meet the examination
level of difficulty, the candidates must be able to understand,
Up to
Blooms level
4
Applying and
Analysing
The candidate
should reach a
level of
competence that
supports
problem solving,
putting theory
into practice,
interpreting

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Learning Unit Curriculum Subjects Covered Level of
Difficulty
describe, identify, demonstrate, distinguish, decide or analyse:
The list of generic requirements for integrated ITSM
technology
Core Guidance References - SO 7.1
The evaluation criteria for service management tools for
process implementation
Core Guidance References - SD 7.2
The RCV practices for process implementation which
include:
Managing change in operations
Core Guidance References - SO 8.1
Service operation and project management
Core Guidance References - SO 8.2
Assessing and managing risk in service operation
Core Guidance References - SO 8.3
Operational staff in service design and transition
Core Guidance References - SO 8.4
The challenges, critical success factors and risks relating
to implementing service transition practices and processes
Core Guidance References - ST 9.1, 9.2, 9.3
How to plan and implement service management
technologies
Core Guidance References - SO 8.5
The technology considerations for implementing the
following processes and activities:
Knowledge management tools
Core Guidance References - ST 7.1
Collaboration
Core Guidance References - ST 7.2
Configuration management system
Core Guidance References - ST 7.3
principles and
relationships
relating to RCV
technology
considerations.
Contact hours recommended 2.5
ITIL SC:
RCV11
Summary,
Exam
Preparation
and Directed
Studies
This unit summarizes the material covered in the previous units
and prepares candidates for the examination. It is likely that
most course providers will wish to offer, and review, at least
one opportunity for a mock examination.

Contact hours recommended 1.5




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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

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

Criteria of Training Competence

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
Accredited Training Organisation Required
The company shall be registered and in
good standing with the Official Accreditor
ITIL Release, Control and Validation
Certification
Required
Instructor must present a valid certificate
issued by an accredited Examination
Institute
ITIL Expert Certification Required
Instructor must present a valid certificate
issued by an accredited Examination
Institute

Approved Delivery Structure

Structure Operational Standard Requirements
Training Delivery
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
covered.
Training must be delivered via an ATO based on this syllabus. Training can
be delivered virtually, via an e-learning / learning technology solution.


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Terminology List

After studying this course, the candidate is expected to understand the meanings of the following terms
in the context of release, control and validation. This list does not include terms that are explicitly
mentioned within the learning units of this syllabus - for example, "critical success factor.

acceptance contract quality
assembly course corrections relationship
asset CSI register release
asset register culture release identification
attribute customer-facing service release package
audit definitive media library release record
availability deliverable release unit
back-out design coordination requirement
baseline effectiveness service acceptance criteria
budgeting efficiency service catalogue
build emergency change service charter
build environment emergency change advisory
board
service design package
business objective environment service level agreement
business relationship
management
fit for purpose service level target
capacity fit for use service model
change advisory board fixed asset service portfolio
change schedule fixed asset management service request
change window impact specification
charter information security
management
stakeholder
CI type knowledge base status accounting
component known error supplier
component CI known error database test
configuration live environment transition
configuration baseline normal change transition planning and support
configuration control operational level agreement urgency
configuration identification outcome utility
configuration item post-implementation review validation
configuration management
database
priority verification
configuration record programme verification and audit
configuration structure project version
continual service improvement projected service outage warranty

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