Was ist das eigentlich? Cyberrisiken verständlich erklärt
Es wird viel über Cyberrisiken gesprochen. Oftmals fehlt aber das grundsätzliche Verständnis, was Cyberrisiken überhaupt sind. Ohne diese zu verstehen, lässt sich aber auch kein Versicherungsschutz gestalten.
Beinahe alle Aktivitäten des täglichen Lebens können heute über das Internet abgewickelt werden. Online-Shopping und Online-Banking sind im Alltag angekommen. Diese Entwicklung trifft längst nicht nur auf Privatleute, sondern auch auf Firmen zu. Das Schlagwort Industrie 4.0 verheißt bereits eine zunehmende Vernetzung diverser geschäftlicher Vorgänge über das Internet.
Anbieter von Cyberversicherungen für kleinere und mittelständische Unternehmen (KMU) haben Versicherungen die Erfahrung gemacht, dass trotz dieser eindeutigen Entwicklung Cyberrisiken immer noch unterschätzt werden, da sie als etwas Abstraktes wahrgenommen werden. Für KMU kann dies ein gefährlicher Trugschluss sein, da gerade hier Cyberattacken existenzbedrohende Ausmaße annehmen können. So wird noch häufig gefragt, was Cyberrisiken eigentlich sind. Diese Frage ist mehr als verständlich, denn ohne (Cyber-)Risiken bestünde auch kein Bedarf für eine (Cyber-)Versicherung.
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Exam Number : FCBA
Exam Name : BCS Foundation Certificate in Business Analysis
Vendor Name : ISEB
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FCBA exam Format | FCBA Course Contents | FCBA Course Outline | FCBA exam Syllabus | FCBA exam Objectives
Exam ID : FCBA
Exam Title : BCS Foundation Certificate in Business(R) Analysis (ISEB)
Questions : 40
Passing Marks : 26 (65%)
Duration : 60 min.
Exam Type : Multiple Choice
The format for the examination is a one hour multiple-choice examination consisting of 40 questions. The examination is closed book (no materials can be taken into the examination room). The pass mark is 26/40 (65%).
Take your first step on your business analysis career path by attaining a certification that employers around the world respect and value
Understand how to identify and evaluate options for improving your business
Develop skills and knowledge to support successful business change programmes within your organisation
Attain one of the four modules you need to gain the International Diploma in Business Analysis
- What is Business Analysis (2.5%)
- The Competencies of a Business Analyst (2.5%)
- Strategy Analysis (7.5%)
- The Business Analysis Process Model (5%)
- Investigation techniques (15%)
- Stakeholder Analysis and Management (10%)
- Modelling Business Processes (10%)
- Defining the solution (5%)
- Making a Business and Financial Case (10%)
- Establishing the Requirements (7.5%)
- Documenting and Managing Requirements (7.5%)
- Modelling Requirements (7.5%)
- Delivering the Requirements (5%)
- Delivering the Business Solution (5%)
Candidates should be able to demonstrate knowledge and understanding of business analysis principles and techniques. Key areas are:
the role and competencies of a business analyst
strategy analysis
business system and business process modelling
stakeholder analysis
investigation and modelling techniques
requirements engineering
business case development
This certification provides a foundation for the range of specialist BCS modular certificates in the areas of Business Analysis, IS Consultancy and Business Change. The certification can also be used as the knowledge-based specialist module for the Diploma in Business Analysis. In addition, the certification provides foundation-level Business Analysis knowledge for specialists in other disciplines, particularly Project Managers and System Developers.
The syllabus is based on the BCS publication Business Analysis, 3rd edition, and it is recommended that this text is studied by those preparing to take this examination. The headings listed in the syllabus relate to the relevant chapter headings, section headings and text included in this publication.
Syllabus
1. What is Business Analysis (2.5%)
1.1 The origins of business analysis
1.2 The development of business analysis
The impact of outsourcing
Competitive advantage of using IT
Successful business change
The importance of the business analyst
Business analysts as internal consultants
1.3 The scope of business analysis work
The range of analysis activities
Strategic analysis and definition
IT systems analysis
Business analysis
1.4 Taking a holistic approach
1.5 The role and responsibilities of a business analyst
Definition of the business analyst role
Further aspects of the business analyst role 2. The Competencies of a Business Analyst (2.5%)
2.1 Personal qualities
2.2 Business knowledge
2.3 Professional techniques
2.4 The development of competencies
3. Strategy Analysis (7.5%)
3.1 The context for strategy
3.2 The definition of strategy (Johnson, Scholes and Whittington 2008)
3.3 Strategy development
3.4 External environment analysis
PESTLE analysis
Porters five forces model
3.5 Internal environment analysis
MOST analysis
Resource Audit
Boston Box
3.6 SWOT analysis
3.7 Executing strategy
The McKinsey 7-S model
The Balanced Business Scorecard
Critical Success Factors and Key Performance Indicators
4. The Business Analysis Process Model (5%)
4.1 An approach to problem-solving
4.2 Stages of the business analysis process model
Investigate the situation
Consider the perspectives
Analyse the needs
Evaluate the options
Define the requirements
4.3 Objectives of the process model stages
4.4 Procedure for each process model stage
4.5 Techniques used within each process model stage
5. Investigation techniques (15%)
5.1 Interviews
Advantages and disadvantages of interviewing
Preparing for interviewing
Conducting the interview
Following up the interview
5.2 Observation
Advantages and disadvantages of observation
Formal observation
Protocol analysis
Shadowing
Ethnographic studies
5.3 Workshops
Advantages and disadvantages of workshops
Preparing for the workshop
Facilitating the workshop
Techniques
Following the workshop
5.4 Scenarios
Advantages and disadvantages of scenarios
Process for developing scenarios
Documenting scenarios
5.5 Prototyping
Advantages and disadvantages of prototyping
5.6 Quantitative approaches
Surveys or Questionnaires
Special Purpose Records
Activity Sampling
Document Analysis
5.7 Documenting the current situation
Rich Pictures
Mind Maps
6. Stakeholder Analysis and Management (10%)
6.1 Stakeholder categories and identification
Customers
Partners
Suppliers
Competitors
Regulators
Owners
Employees
Managers
6.2 Analysing stakeholders
The Power/Interest Grid
6.3 Stakeholder management strategies
No or low interest and no or low power (or influence)
Some or high interest but no or low power (or influence)
No or low to high interest but some power (or influence)
No or low interest but high power (or influence)
Some interest and high power (or influence)
High interest and high power (or influence)
6.4 Managing stakeholders
Stakeholder plan/assessment
6.5 Understanding stakeholder perspectives
Soft Systems Methodology
Analysing the perspectives
CATWOE
6.6 Business activity models
Creating a business activity model
Types of activities – Plan, Enable, Do, Monitor, Control
Developing a consensus model
7. Modelling Business Processes (10%)
7.1 Organisational context
Functional view of an organisation
7.2 An alternative view of an organisation
7.3 The organisational view of business processes
7.4 Value propositions
7.5 Process models
Business events
Developing the business process model
7.6 Analysing the as-is process model
7.7 Improving business processes (to-be business process)
Business rules
Simplify the process
Remove bottlenecks
Change the sequence of tasks
Redefine process boundary
Automate the processing
Redesign the process
8. Defining the solution (5%)
8.1 Gap analysis
Identifying areas of concern
Framework for gap analysis (elements of POPIT model)
Formulating options
8.2 Introduction to Business Architecture
8.3 Definition of Business Architecture
8.4 Business Architecture techniques
Definition of a capability model
Definition of a value stream
9. Making a Business and Financial Case (10%)
9.1 The business case in the project lifecycle
9.2 Identifying options
9.3 Assessing project feasibility
Business feasibility
Technical feasibility
Financial feasibility
9.4 Structure of a business case
Contents of a business case
Categories of costs and benefits
Impact exam
Risk exam
9.5 Investment appraisal
Payback
Discounted cash flow and Internal rate of return
10. Establishing the Requirements (7.5%)
10.1 A framework for requirements engineering
10.2 Actors in requirements engineering
The business representatives
The project team
10.3 Requirements elicitation
Tacit and explicit knowledge
Requirements elicitation techniques
10.4 Requirements analysis
Requirements filters
SMART requirements
10.5 Requirements validation
11. Documenting and Managing Requirements (7.5%)
11.1 The requirements document
Structure
Content of the requirements document
11.2 The requirements catalogue
Types of requirements; general, technical, functional and non-functional
Hierarchy of requirements
Documenting a requirement
11.3 Managing requirements
Elements of requirements management 12. Modelling Requirements (7.5%)
12.1 Modelling system functions
Use case diagrams
12.2 Modelling system data
Entity Relationship Diagrams
o Entities, attributes and relationships
o Types of relationships
Class Models
o Objects and classes
o Attributes
o Associations
13. Delivering the Requirements (5%)
13.1 Delivering the solution
13.2 Context
13.3 Lifecycles
The waterfall lifecycle
The ‘V model lifecycle
Incremental lifecycle
Iterative systems development lifecycle
14. Delivering the Business Solution (5%)
14.1 BA role in the business change lifecycle
14.2 Design stage
Information and Technology
o Design
o Development
o Testing
14.3 Implementation stage
SARAH model
14.4 Realisation stage
Contents of the benefits plan
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ISEB BCS syllabus
Supplemental SyllabusSupplemental Syllabus Skip to Main Content Skip to Main Navigation Skip to FooterThe University of North Georgia welcomes diversity, free speech, and the free exchange of ideas. Discussion should be held in an environment characterized by openness, tolerance of differences, and civility. The values of an intellectual community are trust, honesty, free inquiry, open debate, respect for diversity, and respect for others’ convictions. Further, the intellectual community always seeks to foster the virtues and characteristics of intelligence, curiosity, discipline, creativity, integrity, clear expression, and the desire to learn from others. It is these that must guide their work and exchanges in this class. These principles are delineated further in the ACE Statement on Academic Rights and Responsibilities. If these values and principles are breached, students have the right and responsibility to discuss their concerns with the course instructor and, as needed, the department head. Usually, the concerns are addressed at this level, but sometimes the department head may refer students to another resource. In the event that either the student or the instructor is not satisfied after discussion with each other, he/she may take his/her concerns in writing to the Associate Provost for Academic Administration. The Dean of Students has outlined a Student Code of Conduct, which includes the Honor Code. The Honor Code at the university is: A student will not lie, cheat, steal, plagiarize, evade the truth, conspire to deceive, or tolerate those who do. As described in the UNG Student Honor Code video, the Honor Code is a statement of how they act as a community. This is a philosophic ideal and helps us live out the University's core values. The Honor Code should guide individual behavior and remind each person of the expectations within the community. Plagiarism and Turnitin.comStudents agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site. CopyrightBoth Federal and State laws forbid the unlawful duplication of copyrighted computer software or other reproductions of copyrighted material. In accordance with these policies, the University of North Georgia expressly forbids the copying of such materials supplied by or used in the university. Unlawful duplication of copyrighted materials by a user may result in disciplinary action by the university under the Student Code of Conduct (Non-Academic Infractions - Prohibitions, Theft), and/or possible criminal action by the owner of the copyright. UNG has implemented an Academic Success Plan Program to identify and provide assistance to at-risk undergraduate students. Refer to your campus Academic Advising Center for the development of strategies that will enhance your academic success. You will be expected to take advantage of advising and other campus resources to achieve your academic goals. Class evaluations at UNG are conducted online. Evaluation of the class is considered a component of the course and students will not be permitted to access their course grade until the evaluation has been completed. The evaluations will be accessible beginning one week prior to Final exam week. CR – Credit (for Military experience) I (Incomplete grades) - This grade indicates that a student was doing satisfactory work but, for non-academic reasons beyond her/his control, was unable to meet the full requirements of the course. For undergraduate programs, if an I is not satisfactorily removed after one semester (excluding summer), the symbol of I will be changed to the grade of F by the appropriate official. For graduate programs, if an I is not satisfactorily removed after two semesters (excluding summer), the symbol of I will be changed to the grade of F by the appropriate official. Under special circumstances, this period of time can be increased with the approval of the department head and the dean. IP (In Progress) - This grade is appropriate for thesis hours, project courses, and Learning Support (LS) courses. It is not appropriate for traditional credit courses. If an IP grade isn't satisfactorily removed after 3 semesters, the symbol of IP will be changed to the grade of F by the appropriate official. Under special circumstances, this period of time can be increased with the approval of the dean. However, students who receive a grade of IP in a LS course or an ESL will retain this grade due to the nature of the course. K - Student was given credit for the course via a credit by examination program MW – Withdrawal for military exigencies NR - The grade was not reported by the instructor S - Student completed the course with satisfactory work U - Student did not complete the course with satisfactory work V - The student was given permission to audit the course. Students may not transfer from audit to credit status or vice versa. If an audit student withdraws from a course prior to the end of the term, a grade of W will be assigned as the course grade rather than a grade of V. Any audit student who is dropped by the instructor for excessive absences will be assigned a grade of W. W or WF - The student was permitted to withdraw without penalty. Students may withdraw from courses prior to the midterm and receive a grade of W. However, instructors have the ability to change a grade of W to WF if the student is failing the course at the time of withdrawal. According to policy, the instructor must include the right to retain this ability in the course syllabus. Withdrawals without penalty will not be permitted after the midpoint of the total grading period except in cases of hardship as determined by the Vice Provost of Academic Affairs or his/her designee. Student EnrollmentStudents are considered active (eligible to register) if they enroll in both Fall and Spring semesters each year. Failure to do so requires a student to complete a re-enrollment form in Admissions. Summer semester enrollment is not required for active student status. Course AttemptsStudents may only attempt a course three times at UNG regardless of whether a “W” or a grade was assigned to the course (except for Learning Support and ESL courses). Course AttendanceThe Registrar’s Office will withdraw (W grade on transcript) students whose names are marked as non-attending by faculty during the Roll/Attendance Verification periods. ADA-related AccessibilityThe University of North Georgia is committed to equal access to its programs, services, and activities, and welcomes otherwise qualified students with disabilities. (Disabilities include but are not limited to: learning barriers, medical concerns, or mobility concerns). Students who require accommodations and services must register with Student Accessibility Services. Student Accessibility Services provides accommodation memos for eligible students to deliver to their instructors. Students are responsible for providing the “Accommodations Letter” to the instructors and must deliver reasonable prior notice of the need for accommodation. Title IX-related AccessibilityUNG will provide measures to students, including those pregnant and parenting, in need of extra support under Title IX of the Education Amendments of 1972. Students in need of special arrangements under Title IX that may include, but are not limited to, special access (online/remote), extended time, absence allowance for medical appointments, etc. should engage the University’s Office of Title IX Compliance. Students who exhibit behaviors that are considered to obstruct or disrupt the class or its learning activities are subject to sanctions under the Board of Regents Policy on Disruptive Behavior. Behaviors which may be considered inappropriate in the classroom include, but are not limited to, sleeping, coming in late, talking out of turn, inappropriate use of laptops or mobile devices, verbal behavior that is disrespectful of other students or the faculty member, non-compliance with the health and safety guidelines of the university, or other behaviors that may be disruptive. Students who exhibit such behavior may be temporarily dismissed from the class by the instructor and will be subject to disciplinary procedures outlined in the Student Handbook. In the event of inclement weather that causes a campus closure or delayed opening, an announcement will be distributed first through the university’s Emergency Notification System. In the event of emergencies, closures or delayed openings, this system will provide important information regarding university operations or emergency actions. You can also find the status of each campus and more information on the UNG Emergency Information page. Inclement weather notifications are likely to be segmented by campus location, as weather conditions may vary widely in the university’s five-campus area. Students will receive alerts for only the campus(es) where they are taking classes. The Office of University Relations will also disseminate information through local media outlets. UNG AlertIs your contact information correct? If you do not have access to Banner, contact the Emergency Preparedness Coordinator at 678-717-3719 to have your information updated. Student-focus - Facilitating success and educational goal attainment for all students and fostering a welcoming environment that values and reflects diversity and inclusion. Integrity - Cultivating in ourselves and in others the willingness and steadfastness to act honestly and ethically Engagement - Promoting active involvement, intellectual inquiry and creativity, collaboration, and community partnership Service - Giving of oneself to enhance the life and richness of the university and all of its members, as well as the larger community UNG Leadership Decision Tool (PDF) UNG Alert is the primary emergency messaging system that delivers text messages, voice calls, e-mails and desktop computer alerts in the event of severe weather, campus emergency, emergency evacuation, or other campus emergency. All UNG emails are added into the system automatically. In addition, you may enter a phone number so that emergency announcements can be sent to you via voice and text message. If you have questions, please contact Public Safety at 706-864-1500 or send an e-mail to emeralert@ung.edu. UNG AlertIs your contact information correct? If you do not have access to Banner, contact the Emergency Preparedness Coordinator at 678-717-3719 to have your information updated. Establishing Connection... Course Syllabus InformationResearch indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course. Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more. Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include. Required Syllabus ComponentsThe University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus. Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version. 1. Course Informationa. Course number/sectionb. Course meeting time(s) [if applicable]c. Location [if applicable]d. Pre-requisites/Co-requisites [if applicable]e. Catalog Course Description 2. Instructor Informationa. Instructor name (including TA and peer instructors, if applicable)b. Where, when, and how to contact the instructor 3. Learninga. List course learning outcomes, objectives, and/or competencies 4. Required Materials and/or Equipmenta. Textbooks and/or course textsb. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.) 5. Evaluation and Gradinga. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)b. Grading scale(s) governing the coursec. Policy on late or missing work/examsd. Penalties on missed classes and/or tardiness [if applicable]e. Catalog Course Description 8. Disability AccommodationsInsert and/or link to the required Disability Accommodations Syllabus StatementNote: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office. 9. Title IXInsert and/or link to the required Title IX Syllabus StatementNote: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office. Recommended Syllabus ComponentsIn addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version. Other Course InformationBelow are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version. Consider Adding a Graphic SyllabusA graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here. Share your Teaching PhilosophySharing a brief description of your philosophy of teaching can deliver students a way of understanding what they will experience in your course and why. Articulate What Constitutes Engagement in Your CourseExplaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement. Share Tips for SuccessConsider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or practicing strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations. |
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Warum sind Cyberrisiken so schwer greifbar?
Als mehr oder weniger neuartiges Phänomen stellen Cyberrisiken Unternehmen und Versicherer vor besondere Herausforderungen. Nicht nur die neuen Schadenszenarien sind abstrakter oder noch nicht bekannt. Häufig sind immaterielle Werte durch Cyberrisiken in Gefahr. Diese wertvollen Vermögensgegenstände sind schwer bewertbar.
Obwohl die Gefahr durchaus wahrgenommen wird, unterschätzen viele Firmen ihr eigenes Risiko. Dies liegt unter anderem auch an den Veröffentlichungen zu Cyberrisiken. In der Presse finden sich unzählige Berichte von Cyberattacken auf namhafte und große Unternehmen. Den Weg in die Presse finden eben nur die spektakulären Fälle. Die dort genannten Schadenszenarien werden dann für das eigene Unternehmen als unrealistisch eingestuft. Die für die KMU nicht minder gefährlichen Cyberattacken werden nur selten publiziert.
Aufgrund der fehlenden öffentlichen Meldungen von Sicherheitsvorfällen an Sicherheitsbehörden und wegen der fehlenden Presseberichte fällt es schwer, Fakten und Zahlen zur Risikolage zu erheben. Aber ohne diese Grundlage fällt es schwer, in entsprechende Sicherheitsmaßnahmen zu investieren.
Erklärungsleitfaden anhand eines Ursache-Wirkungs-Modells
Häufig nähert man sich dem Thema Cyberrisiko anlass- oder eventbezogen, also wenn sich neue Schadenszenarien wie die weltweite WannaCry-Attacke entwickeln. Häufig wird auch akteursgebunden beleuchtet, wer Angreifer oder Opfer sein kann. Dadurch begrenzt man sich bei dem Thema häufig zu sehr nur auf die Cyberkriminalität. Um dem Thema Cyberrisiko jedoch gerecht zu werden, müssen auch weitere Ursachen hinzugezogen werden.
Mit einer Kategorisierung kann das Thema ganzheitlich und nachvollziehbar strukturiert werden. Ebenso hilft eine solche Kategorisierung dabei, eine Abgrenzung vorzunehmen, für welche Gefahren Versicherungsschutz über eine etwaige Cyberversicherung besteht und für welche nicht.
Die Ursachen sind dabei die Risiken, während finanzielle bzw. nicht finanzielle Verluste die Wirkungen sind. Cyberrisiken werden demnach in zwei Hauptursachen eingeteilt. Auf der einen Seite sind die nicht kriminellen Ursachen und auf der anderen Seite die kriminellen Ursachen zu nennen. Beide Ursachen können dabei in drei Untergruppen unterteilt werden.
Nicht kriminelle Ursachen
Höhere Gewalt
Häufig hat man bei dem Thema Cyberrisiko nur die kriminellen Ursachen vor Augen. Aber auch höhere Gewalt kann zu einem empfindlichen Datenverlust führen oder zumindest die Verfügbarkeit von Daten einschränken, indem Rechenzentren durch Naturkatastrophen wie beispielsweise Überschwemmungen oder Erdbeben zerstört werden. Ebenso sind Stromausfälle denkbar.
Menschliches Versagen/Fehlverhalten
Als Cyberrisiken sind auch unbeabsichtigtes und menschliches Fehlverhalten denkbar. Hierunter könnte das versehentliche Veröffentlichen von sensiblen Informationen fallen. Möglich sind eine falsche Adressierung, Wahl einer falschen Faxnummer oder das Hochladen sensibler Daten auf einen öffentlichen Bereich der Homepage.
Technisches Versagen
Auch Hardwaredefekte können zu einem herben Datenverlust führen. Neben einem Überhitzen von Rechnern sind Kurzschlüsse in Systemtechnik oder sogenannte Headcrashes von Festplatten denkbare Szenarien.
Kriminelle Ursachen
Hackerangriffe
Hackerangriffe oder Cyberattacken sind in der Regel die Szenarien, die die Presse dominieren. Häufig wird von spektakulären Datendiebstählen auf große Firmen oder von weltweiten Angriffen mit sogenannten Kryptotrojanern berichtet. Opfer kann am Ende aber jeder werden. Ziele, Methoden und auch das Interesse sind vielfältig. Neben dem finanziellen Interesse können Hackerangriffe auch zur Spionage oder Sabotage eingesetzt werden. Mögliche Hackermethoden sind unter anderem: Social Engineering, Trojaner, DoS-Attacken oder Viren.
Physischer Angriff
Die Zielsetzung eines physischen Angriffs ist ähnlich dem eines Hackerangriffs. Dabei wird nicht auf die Tools eines Hackerangriffs zurückgegriffen, sondern durch das physische Eindringen in Unternehmensgebäude das Ziel erreicht. Häufig sind es Mitarbeiter, die vertrauliche Informationen stehlen, da sie bereits den notwendigen Zugang zu den Daten besitzen.
Erpressung
Obwohl die Erpressung aufgrund der eingesetzten Methoden auch als Hackerangriff gewertet werden könnte, ergibt eine Differenzierung Sinn. Erpressungsfälle durch Kryptotrojaner sind eines der häufigsten Schadenszenarien für kleinere und mittelständische Unternehmen. Außerdem sind auch Erpressungsfälle denkbar, bei denen sensible Daten gestohlen wurden und ein Lösegeld gefordert wird, damit sie nicht veröffentlicht oder weiterverkauft werden.
Ihre Cyberversicherung sollte zumindet folgende Schäden abdecken:
Cyber-Kosten:
- Soforthilfe und Forensik-Kosten (Kosten der Ursachenermittlung, Benachrichtigungskosten und Callcenter-Leistung)
- Krisenkommunikation / PR-Maßnahmen
- Systemverbesserungen nach einer Cyber-Attacke
- Aufwendungen vor Eintritt des Versicherungsfalls
Cyber-Drittschäden (Haftpflicht):
- Befriedigung oder Abwehr von Ansprüchen Dritter
- Rechtswidrige elektronische Kommunikation
- Ansprüche der E-Payment-Serviceprovider
- Vertragsstrafe wegen der Verletzung von Geheimhaltungspflichten und Datenschutzvereinbarungen
- Vertragliche Schadenersatzansprüche
- Vertragliche Haftpflicht bei Datenverarbeitung durch Dritte
- Rechtsverteidigungskosten
Cyber-Eigenschäden:
- Betriebsunterbrechung
- Betriebsunterbrechung durch Ausfall von Dienstleister (optional)
- Mehrkosten
- Wiederherstellung von Daten (auch Entfernen der Schadsoftware)
- Cyber-Diebstahl: elektronischer Zahlungsverkehr, fehlerhafter Versand von Waren, Telefon-Mehrkosten/erhöhte Nutzungsentgelte
- Cyber-Erpressung
- Entschädigung mit Strafcharakter/Bußgeld
- Ersatz-IT-Hardware
- Cyber-Betrug