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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ISEB FCBA : BCS Foundation Certificate in Business Analysis exam Dumps

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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.


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


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 Syllabus

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    Establishing Connection...

    Course Syllabus Information

    Research 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 Components

    The 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 Information

    a. 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 Information

    a. Instructor name (including TA and peer instructors, if applicable)b. Where, when, and how to contact the instructor

    3. Learning

    a. List course learning outcomes, objectives, and/or competencies

    4. Required Materials and/or Equipment

    a. 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 Grading

    a. 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 Accommodations

    Insert 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 IX

    Insert 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 Components

    In 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 Information
  • An expanded description of the course, its priorities, key concepts, etc.
  • Course schedule with due dates for assignments, exams, reading, and other activities
  • Disclaimer about the possibility of changes to the course schedule
  • Information about Learning Activities/Assignments
  • Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)
  • Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies
  • Additional Information about Academic Honesty
  • Unit-level academic honesty policies and practices [if applicable]
  • Course-specific guidance on academic honesty
  • Statements of professional ethics or codes of conduct [if applicable]
  • Other Course-Specific Information
  • Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
  • Course etiquette/civility policies or other expectations about interactions between and among members of the class
  • With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
  • Information about what will happen in cases of inclement weather
  • Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
  • Distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]
  • Statement that student work in the course may be used in course/program exam
  • Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)
  • Other Considerations for Course Syllabi

    Below 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 Syllabus

    A 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 Philosophy

    Sharing 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 Course

    Explaining 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 Success

    Consider 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 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.


    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:


    • 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


    • 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