THE ITIL QUALIFICATION: MANAGING ACROSS THE LIFECYCLE CERTIFICATE
The intent of the Managing across the Lifecycle (MALC) qualification is to give candidates the skills to support an organization’s service delivery by bridging the service lifecycle stages. The qualification demonstrates that candidates have learned the value of one combined service management practice as opposed to separate subject areas. ITIL processes and practices, as learnt from the lifecycle and capability streams of the intermediate certificates, are put into a context of delivering this value.
The learning outcomes are intended to bring a candidate from ITIL content knowledge to ITIL content application and integration knowledge, and provide skills that can be used in the workplace in a tangible way. Testing and validation of knowledge take place at Bloom’s taxonomy level 4 (analysing) and level 5 (evaluating), reflecting the focus on integration when compared with the ITIL intermediate qualifications.
While MALC encompasses the broadest perspectives of service management skills, for example those related to project management and application design, it is not intended to teach these practices, rather to refer to them as contexts for ITIL application. A high-level understanding of these is still expected.
This qualification focuses on strategizing, planning, using and measuring ITIL practices in an integrated functioning model:
- How the service lifecycle stages form an integrated whole
- Process integration and interfaces
- Shared data / information / knowledge.
The qualification prepares candidates to work in established service management roles, as well as to implement and improve service management practices. The target group for the MALC qualification includes, but is not limited to:
Chief information officers
Senior IT managers
IT operations practitioners
IT development practitioners
Individuals who require a business and management level understanding of the ITIL service lifecycle and how it may be implemented to enhance the quality of IT service provision within an organization
Individuals seeking the ITIL Expert in IT Service Management certificate, for which this qualification is the final mandatory module
Individuals seeking progress towards the ITIL Master in IT Service Management, for which the ITIL Expert in IT Service Management certificate is a prerequisite.
Pre-requisite Entry Criteria
Candidates wishing to be trained and examined for this qualification must already have two (2) credits from the ITIL Foundation certificate and must, as a minimum, have obtained a further 15 credits from ITIL Intermediate qualifications, and therefore a total of at least 17 credits. Documentary evidence of this must be presented by candidates for the MALC qualification
Eligibility for Examination
In addition to the prerequisite entry criteria, in order to be eligible for the MALC examination candidates must have fulfilled the following requirements: Candidates must have undertaken at least 30 contact hours for this syllabus as part of a formal, approved training course/scheme. Contact hours are hours of instruction, excluding breaks, with an accredited training organization (ATO) or an accredited e-learning solution.
Preparation for Examination
It is also recommended that candidates should complete at least 28 hours of personal study by reviewing foundation and intermediate level knowledge, for example the terms within the terminology list at the end of this and anywhere in the foundation syllabus, and by reviewing the syllabus and the ITIL core publications in preparation for the examination.
Qualification Learning Objectives
Upon successful completion of the education and examination components related to this qualification, candidates can expect to gain competencies in the following:
- Key concepts of the service lifecycle
- Communication and stakeholder management
- Integrating service management processes across the service lifecycle
- Managing services across the service lifecycle
- Governance and organization
- Implementing and improving service management capability.
In addition, the training for this qualification should include examination preparation, including a mock examination opportunity.
Examination Format and Level of Proficiency
The qualification will examine candidate knowledge according to the Bloom’s level assigned to each syllabus learning unit. 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 questions with a corresponding series of possible answers. Each question is constructed to test a candidate’s competency up to and including the Bloom’s level associated with the syllabus learning unit to which the question is mapped. The examination will use a case study which will, where required, be supplemented with additional question specific scenario details for each question. Instructors are strongly recommended to ensure that the module curriculum uses a case study and offers discussion, practical exercises and instruction that will ensure the candidate’s competence needed to meet the exam level of difficulty.
The training modules are expected to provide a practical level of proficiency for candidates to be able to utilize the knowledge learned in their work environment. The examinations test a level of proficiency that allows candidates to apply and evaluate the knowledge learned at the foundation and intermediate levels and to select the correct answer. It should be noted that, in addition to the learning units within this syllabus, foundation level knowledge and an intermediate level of capability is a pre-requisite requirement and will be required in the examination.
It should be noted that it is not required to learn lists or detailed text or diagrams verbatim, as the MALC examination will not test memorized text and will not contain Bloom’s levels 1 to 3 questions. However, at this level it is a requirement that any such detail when presented (in whatever form, not necessarily using the words from the books) would be accurately recognized in context, discerned, used, judged, analysed, evaluated, etc. For example, in MALC03, where process interfaces are included in the syllabus, the examination will not expect exact recall of the detail but will expect sufficient understanding for correct use within a Bloom’s 4/5 context.
Lecture and Exercises
Meeting the learning objectives of this syllabus requires interactive discussion and the use of practical exercises during the delivery of an accredited course. Course providers are required to make use of one or more case studies and exercises to reinforce the learning objectives in this syllabus and provide practical, real-life context to the learning. To aid course providers, there are areas within each learning unit whose learning objectives include such phrases as “evaluate, check, judge”, etc, which may be considered as opportunities to introduce practical course exercises. These are not mandated areas for practical exercises, but are provided as suggestions for use by course providers.