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 : ISEB-PM1
Exam Name : Foundation Certificate in Project Management
Vendor Name : ISEB
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ISEB-PM1 test Format | ISEB-PM1 Course Contents | ISEB-PM1 Course Outline | ISEB-PM1 test Syllabus | ISEB-PM1 test Objectives
Exam ID : ISEB-PM1
Exam Title : BCS Foundation Certificate in IS Project Management
Questions : 40
Pass Marks : 26
Duration : 1 hour
Exam Type : multiple-choice
This certificate is appropriate for anyone involved in or affected by IT projects; this extends to users, buyers and directors.
Candidates will be able to demonstrate and execute an understanding of the principles of project management in their organisation, including an understanding of:
Project planning
Monitoring and control
Change control and configuration management
Effort estimation
Quality and risk management
Communication between project stakeholders
Objectives
Candidates who pass the Foundation Certificate should be able to demonstrate an understanding of the principles of project management, including those that relate to project planning, monitoring and control, change control and configuration management, effort estimation, quality and risk management and communication between project stakeholders.
1. Projects and Project Work
The definition of projects, as opposed to other types of work
Terms of reference for a project
The purpose of project planning and control
The typical activities in a system development life-cycle
System and project life cycles
Variations on the conventional project life cycle, such as the use of prototypes or an iterative approach (e.g. the creation and testing of a series of versions of a product that converge on the final deliverable) or incremental approach (i.e. the phased creation and delivery of a series of products to users)
Implementation strategies e.g. parallel running, ‘sudden death, use of pilots
Purpose and content of business case reports; the use and significance of discounted cash flows in such reports (Note: knowledge of the method of calculation is NOT required)
Types of planning document: project initiation documents; project and stage plans, quality plan, communications plan, risk plan
Post implementation review
2. Project Planning
Note: candidates are expected to have an understanding of both the product and activity based approaches to planning
Project deliverables and intermediate products
Work and product breakdowns
Product definitions (including the identification of derived from, and component of relationships between products)
Relationship between products and activities in a project
Check points and milestones
Lapsed time and effort required for activities
Activity networks (using ‘activity on node notation)
Calculation of earliest and latest start and end dates of activities and resulting float
Identification and significance of critical paths
Resource allocation, smoothing and levelling, including the use of resource histograms
Work schedules and Gantt charts
3. Monitoring and Control
The project control life cycle: including planning, monitoring achievement, identifying variances, taking corrective action
The nature of, and the purposes for which, information is gathered
Collecting progress information
- Timesheets,
- Team progress meetings
- Error and change reports etc
Presenting progress information
- Content of progress reports
- Graphical presentation of progress information e.g. accumulative resource charts (also known as S-curve charts)
- Use of earned value analysis, including where it would be applied in project life-cycle (Note: it is not expected that candidates be able to calculate and interpret earned value figures)
The reporting cycle
- Reporting structures in projects
- Timing, personnel and purpose of different types of reporting meetings
Corrective action
- Tolerance and contingency
- Exception reports and plans
- Management procedures involved in changing plans
- Options, including extending or staggering deadlines, increasing resources, reducing Functionality or quality requirements, cancelling the project etc.
4. Change Control and Configuration Management
Reasons for change and configuration management
Change control procedures
- Role of change control boards
- Generation of change requests
- Change request evaluation (e.g. its impact on the business case)
- Change request authorisation
Configuration management
- Purpose and procedures
- Identification of configuration items
- Product baselines
- Configuration management databases: content and use
5. Quality
Definitions of the term ‘quality e.g. ‘fitness for purpose
Quality control versus quality assurance
Defining quality: definition and measurement
Detection of defects during the project life cycle
Quality procedures: entry, process and exit requirements
Defect removal processes, including testing and reviews
Types of testing (including unit, integration, user acceptance, and regression testing)
The inspection process, peer reviews
Principles of IS0 9001:2000 quality management systems
provider evaluation
6. Estimating
Effects of over and under-estimating
Effort versus duration; relationship between effort and cost
Estimates versus targets
Use of expert judgement (advantages and disadvantages)
The Delphi approach
Top-down estimating
- Identification of size drivers (e.g. function points etc)
- Identification of productivity rates (e.g. function points per day)
- Need for past project data to establish productivity rates
- Factors affecting productivity rates (e.g. staff experience)
- Estimation of effort for new projects using productivity rates and size drivers
Bottom up approaches to estimating
Use of analogy in estimating
7. Risk
Definition of the term ‘risk; components of risk: risk events (or triggers), probability, impact
Ways of categorising risk, e.g. business versus project
Identification and prioritisation of risk
Assessment of risk exposure (i.e. combining consideration of potential damage and probability of loss)
Risk responses and actions: risk prevention, reduction, acceptance, transfer and contingency planning
Typical risks associated with information systems development
Assessment of the costs/benefits of risk reduction activities
Maintenance of risk registers and risk logs
8. Project Communications and Project Organisation
Relationship between programmes and projects
Identifying stakeholders and their concerns
The project sponsor
Establishment of the project authority (e.g. project board, steering committee etc.)
Membership of project board/steering committee
Roles and responsibilities of project board, project manager, stage manager, team leader
Desirable characteristics of project manager
Role of project support office
The project team and matrix management
Reporting structures and responsibilities
Management styles and communication (including same time/same place; same time/different place, different time/same place, different time/different place)
Team building (including phases of team cohesion e.g. forming, storming, norming, performing, adjourning)
Team dynamics
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ISEB Project teaching
‘Teaching project building capacity’![]() A teacher provides support to school children as part of the CCOOSC project. AIDE ET ACTION Over the past six months, the Consortium of Out-of-School Children (CCOOSC) project has provided capacity development to over 6,000 teachers and other educational professionals to help children learn better. Aide et Action, a French non-profit which worked with education partners on the project, reported that that in the first six months of the year, CCOOSC collaborated with Education Above All Educate a Child and, led by Aide et Action, provided capacity development to over 6,300 teachers and professionals such as principals and school directors. “More than 168 professional development programmes on courses such as inclusive education, life skills, non-formal or special education, positive disciplines, special need screening, and teaching methodology have been delivered to over 4,000 primary education teachers. “The activities were enthusiastically received by both teachers and students,” the organisation said. It also conducted 148 professional development workshops for more than 1,800 education actors, mostly school directors and provincial education office officials. “Remedial learning packages, life skills programmes, female counselling, database tracking tools, special education, teaching methodologies for multi-lingual education, library management, school annual operational planning, and vision screening were among the courses covered in the training,” said Vorn Samphors, country director of Aide et Action. He described the capacity of primary school teachers in Cambodia as a barrier in education, especially in rural and remote areas where teachers are less qualified. He explained that when teachers are qualified and professionally trained, they help all children to do well in school. Yi Khob, principal of Prasat Primary School, in Siem Reap province’s Puok district, said that thanks to the support of the project, his school has made many changes. He added that most of the teachers are satisfied and participate in the project activities. “Students’ abilities are also increasing after accessing remedial learning programmes and the dropout rate has reduced. Parents trust the school management, participate more, and support their children at home and send them to school,” he said. “In the previous two years, the school environment suffered. There was no school yard, garbage disposal or place for students to park their bicycles. Many students were late to enrol. The quality of education for students deteriorated significantly as a result of Covid-19. There were many slow learners and many students’ capacities were not matched to their grade. They lacked school materials and could not provide clean drinking water,” he added. He is proud to note that the school environment has changed. The school has built a water storage tank with filters for the students, renovated the school grounds and constructed garbage incinerators and sorting facilities, along with modern ablution blocks. Major Teaching Project ProposalRecent ChangesThe student handbooks have recently been updated and moved to a new location: Please remember to update your bookmarks. Oh, Snap!Something has gone wrong with their website. Hopefully they can fix this ASAP but in the meantime, here are some coping mechanisms: Error Details404 Not Found https://miamioh.edu/cte/grants/major-teaching-project-proposal/index.html Current PHP version: 7.3.33 |
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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