Service Level Management
Do you currently measure the performance of ICT at your school? Service level management can help you to do this.
Aim
The aim of this section is to introduce the topic of service level management and to help you implement the process in your school with a minimum of preparation and training.
Objectives
The objectives of this section are to enable you to:
- understand the concept and benefits of service level management
- understand what is involved in the process of service level management
- understand the roles and responsibilities in service level management
- implement a basic service level management process in your school
- continue to operate this service level management process
- identify useful measurements to gain benefit from the service level management process you have implemented
- review your implementation and summarise your progress.
Structure
The topic is arranged in the following sections:
Topic home page
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Aim and objectives of this section
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An introduction to the service level management process including the roles and responsibilities involved
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A guide to implementing the service level management process with direct links to templates and examples
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A guide to the ongoing operation of the service level management process with direct links to templates and examples
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All roles and responsibilities for this process collected together in one area
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A summary of the process and what you should have achieved, plus a checklist to help you identify whether you need to revisit any of the materials
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All of our examples and templates for this process collected together in one area
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The Becta Self review framework (SRF), which is now being administered by the DfE, offers you a route for assessing and improving your school's use of ICT. Based on maturity models, the framework allows you to benchmark against established best practice and helps to create an action plan for improvement.
If you haven't taken the opportunity to undertake the SRF yet, we recommend that you do so as part of implementing FITS.
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