NIST Special Publication 800-16 

U.S. DEPARTMENT OF Mark Wilson — Editor 

COMMERCE Dorothea E. de Zafra 

Technology Administration Sadie I. Pitcher 

National Institute of Standards John D. Tressler 

and Technology John B. Ippolito 

Information Technology Security
 

Training Requirements:
 

A Role- and Performance-Based Model
 
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the development of technology...needed to improve product quality, to modernize manufacturing processes, 

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Some elements at Boulder, CO. 
UNITED

MERICA 

DEPAR

ERCE 

NIST Special Publication 800-16	 Information Technology Security Training Requirements: 

A Role- and Performance-Based Model 

Mark Wilson — Editor 

Dorothea E. de Zafra 

Sadie I. Pitcher 

John D. Tressler 

John B. Ippolito 

COMPUTER SECURITY 

Information Technology Laboratory 

National Institute of Standards 

and Technology 

Gaithersburg, MD 20899-0001 

Supersedes Special Publication 500-172 

April 1998 

TMENT OF COMM

STATES OF A

U.S. Department of Commerce 

William M. Daley, Secretary 

Technology Administration 

Gary R. Bachula, Acting Under Secretary for Technology 

National Institute of Standards and Technology 

Raymond G. Kammer, Director 
Reports on Computer Systems Technology 

The Information Technology Laboratory (ITL) at the National Institute of Standards and Technology 

(NIST) promotes the U.S. economy and public welfare by providing technical leadership for the Nation’s 

measurement and standards infrastructure for information technology. ITL develops tests, test methods, 

reference data, proof of concept implementations and technical analyses to advance the development and 

productive use of information technology. ITL’s responsibilities include the development of technical, physical, administrative, and management standards and guidelines for the cost-effective security and privacy 

of sensitive unclassified information in federal computer systems. This Special Publication 800 series 

reports on ITL’s research, guidance, and outreach efforts in computer security, and its collaborative 

activities with industry, government, and academic organizations. 

National Institute of Standards and Technology Special Publication 800-16
 

Natl. Inst. Stand. Technol. Spec. Publ. 800-16, 200 pages (Apr. 1998)
 

CODEN: NSPUE2
 

U.S. GOVERNMENT PRINTING OFFICE
 

WASHINGTON: 1998
 

For sale by the Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 
 

Information Technology Security Training Requirements 

FOREWORD
 

In 1997 the General Accounting Office (GAO) identified information technology (IT) security as 

“a new high-risk area that touches virtually every major aspect of government operations” (report 

# GAO/HR-97-30). In doing so, GAO went beyond dozens of specific recommendations in its 

prior reports to identify underlying factors. Several are people factors, not technological factors, 

e.g., “insufficient awareness and understanding of information security risks among senior 

agency officials,” “poorly designed and implemented security programs,” “a shortage of 

personnel with the technical expertise needed to manage controls,” and “limited oversight of 

agency practices.” 

The key to addressing people factors or competencies is awareness, training, and education. 

Certainly the need for government-wide attention to this area of IT security has never been 

greater, so issuance of this publication, Information Technology Security Training Requirements: 

A Role- and Performance-Based Model, (Training Requirements) is especially timely. This 

document has been designed as a “living handbook” to have the longest useful life possible as the 

foundation of and structure for “do-able” training by Federal agencies. To meet this objective, 

the following elements have been included in this document’s design: 

�	 Dates, references, or other items that would quickly outdate the Training Requirements 

have been excluded. Excluded also are “terms du jour” and items which may be specific 

to a given agency or Department. Technical jargon changes rapidly—even though the 

meanings are not significantly different. Thus, to avoid unnecessary outdating, the 

document uses terminology that is most consistent across Federal agencies and broadest 

in scope to encompass all information processing, storage, and transmission resources 

and technologies—for example, “Information Technology.” A glossary of key terms is 

provided in an appendix. 

�	 An extensible set of knowledges, skills, and abilities (KSAs) structure the Training 

Requirements and are linked to the document through generic IT Security Body of 

Knowledge, Topics and Concepts categories as shown in Exhibit 4-4. Thus, new 

technologies and associated terminology may be added to the KSAs (which are to be 

maintained in a separate database), and will be tracked forward through the generic IT 

Security Body of Knowledge, Topics and Concepts categorization to recommended 

instructional blocks defined in Chapter 4. This linkage precludes a need to continually 

revise or supersede the key chapter that addresses training criteria with respect to security 

requirements affected by the ongoing evolution of information technology. 

�	 Finally, the emphasis of the Training Requirements is on training criteria or standards, 

rather than on specific curricula or content. The training criteria are established according 

to trainees’ role(s) within their organizations, and are measured by their on-the-job 

performance. This emphasis on roles and results, rather than on fixed content, gives the 

Training Requirements flexibility, adaptability, and longevity. 

Foreword	 iii 
Information Technology Security Training Requirements 

ACKNOWLEDGMENTS 

NIST acknowledges the many people who assisted with the development of this document. We 

thank the members of the Federal Computer Security Program Managers’ Forum and the Federal 

Information Systems Security Educators’ Association (FISSEA), and in particular, the four 

members of the FISSEA working group who co-authored the document: 

Ms. Dorothea E. de Zafra 

Senior Program Analyst and Science Education Program Coordinator 

National Institutes of Health 

U.S. Department of Health and Human Services 

Ms. Sadie I. Pitcher 

Information Technology Security Manager (Retired) 

U.S. Department of Commerce 

Mr. John D. Tressler 

Computer Security Officer 

Office of the Deputy Chief Information Officer 

U.S. Department of Education 

Mr. John B. Ippolito 

Director, IT Security Services 

Allied Technology Group, Inc. 

Several colleagues made special contributions to this final product, and the authors gratefully 

acknowledge their assistance: Ms. Kathie Everhart (NIST) served as the NIST Liaison during the 

first two years of this document’s development and provided valuable contributions in such areas 

as the “Basics and Literacy” curriculum; Dr. W. Vic Maconachy (National Security Agency) took 

a lead role in the initial development of the learning continuum and served as the primary interface 

with the defense and intelligence communities; Ms. K Rudolph (Native Intelligence) provided 

critical subject matter knowledge, computer graphics skills, and editorial support in the formation 

of the final product; and finally, Dr. Roger Quane (National Security Agency) provided training 

evaluation expertise and was the primary author of Chapter 5. 

NIST also thanks those who reviewed draft versions of this document. Their comments were 

significant in shaping the final document. 

Acknowledgments iv 
Information Technology Security Training Requirements 

TABLE OF CONTENTS
 

Page 

FOREWORD .............................................................. iii 
 

ACKNOWLEDGMENTS .................................................... iv 
 

CHAPTER 1. INTRODUCTION .............................................. 1
 

1.1 Background .......................................................... 3
 

1.2 Purpose ............................................................. 4
 

1.3 Principles of the New Approach: Results-Based Learning ..................... 5
 

1.4 Use of this Document .................................................. 7
 

1.5 Document Organization ................................................ 7
 

CHAPTER 2. LEARNING CONTINUUM — MODEL AND OVERVIEW ............ 11 
 

2.1 Introduction to the Model ............................................. 13 
 

2.2 Levels of Learning .................................................... 15 
 

2.2.1 Awareness ................................................... 15 
 

2.2.2 Training ..................................................... 16 
 

2.2.3 Education .................................................... 16 
 

2.3 Comparative Framework ................................................ 17 
 

2.4 Learning Styles and Effective Teaching Methods ............................ 19 
 

2.4.1 Ways of Learning and Implications for Instruction .................... 19 
 

2.4.2 Additional Considerations for Adult Learning ....................... 20 
 

2.4.3 References ................................................... 21 
 

CHAPTER 3. SECURITY BASICS AND LITERACY .............................. 23 
 

3.1 Definition and Purpose ................................................. 25 
 

3.2 Basics — Core Set of IT Security Terms and Concepts ....................... 26 
 

3.3 Literacy —Curriculum Framework ........................................ 32 
 

CHAPTER 4. TRAINING DEVELOPMENT METHODOLOGY: 


 ROLE-BASED TRAINING ....................................... 41 
 

4.1 Introduction ......................................................... 43 
 

4.2 IT Security Training Matrix Cells ......................................... 55 
 

4.2.1 Training Area: Laws and Regulations .............................. 57 
 

4.2.2 Training Area: Security Program ................................. 71 
 

4.2.3 Training Area: System Life Cycle Security ......................... 93 
 

Table of Contents v 
 

Information Technology Security Training Requirements 

TABLE OF CONTENTS (Continued) 

Page 

CHAPTER 5. EVALUATING TRAINING EFFECTIVENESS ...................... 155 
 

5.1 Value of Evaluation in a Training Program ................................ 157 
 

5.2 Purposes of Training Effectiveness Evaluation ............................. 158 
 

5.3 Development of an Evaluation Plan .................................... 158 
 

5.3.1 Behavioral Objectives ........................................ 159 
 

5.3.2 Levels of Evaluation ......................................... 160 
 

5.4 Implementation of Evaluation Planning .................................. 163 
 

5.5 Summary ........................................................... 170 
 

5.6 Chapter References .................................................. 170 
 

APPENDIX A — LEARNING CONTINUUM ................................... A-1 
 

APPENDIX B — TRAINING MATRIX ........................................ B-1 
 

APPENDIX C — GLOSSARY ............................................... C-1 
 

APPENDIX D — SELECTED GOVERNMENT IT SECURITY REFERENCES ........ D-1 
 

APPENDIX E — JOB FUNCTION-TRAINING CROSS REFERENCE ............... E-1 
 

INDEX .................................................................... I-1 
 

Table of Contents vi 
Information Technology Security Training Requirements 

LIST OF EXHIBITS
 

Page 

Exhibit 1-1, NIST SP 500-172 Training Matrix .................................... 4
 

Exhibit 1-2, Use of this Document .............................................. 8
 

Exhibit 2-1, IT Security Learning Continuum .................................... 13 
 

Exhibit 2-2, Comparative Framework ........................................... 18 
 

Exhibit 3-1, ABC’s of Information Technology Security ............................. 27 
 

Exhibit 3-2, IT Security ABC’s—Terms and Concepts ............................... 28 
 

Exhibit 4-1, IT Security Training Matrix ......................................... 44 
 

Exhibit 4-2, Cell Format ...................................................... 45 
 

Exhibit 4-3, Frequency of Sample Job Function Occurrence .......................... 47 
 

Exhibit 4-4, IT Security Body of Knowledge Topics and Concepts ..................... 48 
 

Exhibit 5-1, Evaluation Objectives .............................................. 164 
 

Exhibit 5-2, Sample Questionnaire — Level 1 Evaluation Training Assessment by Student . . 165
 

Exhibit 5-3, Sample Questionnaire — Level 3 Evaluation Training Assessment by
 

Supervisor .............................................................. 167 
 

Exhibit 5-4, Correlation of Evaluation Elements .................................... 171 
 

List of Exhibits vii 
Information Technology Security Training Requirements 

CHAPTER 

1 

INTRODUCTION 

Chapter 1. Introduction 1 
Information Technology Security Training Requirements 

Chapter 1. Introduction 2 
 

Information Technology Security Training Requirements 

CHAPTER 1. INTRODUCTION
 

1.1 Background 

Federal agencies and organizations cannot protect the integrity, confidentiality, and availability 

of information in today’s highly networked systems environment without ensuring that each 

person involved understands their roles and responsibilities and is adequately trained to perform 

them. The human factor is so critical to success that the Computer Security Act of 1987 (Public 

Law [P.L.] 100-235) required that, “Each agency shall provide for the mandatory periodic 

training in computer security awareness and accepted computer practices of all employees who 

are involved with the management, use, or operation of each Federal computer system within or 

under the supervision of that agency.” 

In accordance with P.L. 100-235, the National Institute of Standards and Technology (NIST), 

working with the U.S. Office of Personnel Management (OPM), was charged with developing 

and issuing guidelines for Federal computer security training. This requirement was satisfied by 

NIST's issuance of “Computer Security Training Guidelines” (Special Publication [SP] 500­

172) in November 1989. In January 1992, OPM issued a revision to the Federal personnel 

regulations which made these voluntary guidelines mandatory. This regulation, 5 CFR Part 930, 

is entitled “Employees Responsible for the Management or Use of Federal Computer Systems” 

and requires Federal agencies to provide training as set forth in NIST guidelines. 

The OPM regulation requires training: for current employees; new employees within 60 days of 

hire; whenever there is a significant change in the agency's IT security environment or 

procedures, or when an employee enters a new position which deals with sensitive information; 

and periodically as refresher training, based on the sensitivity of the information the employee 

handles. Office of Management and Budget (OMB) Circular A-130, “Management of Federal 

Information Resources,” Appendix III, “Security of Federal Automated Information Resources,” 

re-emphasizes these mandatory training requirements. In addition, it requires that prior to being 

granted access to IT applications and systems, all individuals must receive specialized training 

focusing on their IT security responsibilities and established system rules. 

The NIST guidelines in SP 500-172 provided a framework for determining the training needs of 

particular categories of employees (including contractors) involved with sensitive but 

unclassified computer systems. The framework reflected the late 1980's when the IT 

environment was mainframe oriented. The focal point of SP 500-172 is its Training Matrix, 

shown on the following page as Exhibit 1-1. 

Chapter 1. Introduction 3 
Information Technology Security Training Requirements 

Exhibit 1-1 

NIST SP 500-172 Training Matrix 

1.2 Purpose 

OMB Circular A-130, as revised in 1996, required NIST to update SP 500-172. As a result, this 

document supersedes SP 500-172 and presents a new conceptual framework for providing IT 

security training. This framework includes the IT security training requirements appropriate for 

today’s distributed computing environment and provides flexibility for extension to 

accommodate future technologies and the related risk management decisions. 

Chapter 1. Introduction 4 
 

Information Technology Security Training Requirements 

1.3 Principles of the New Approach: Results-Based Learning 

The learning approach presented in this document is designed on the following principles to 

facilitate results-based learning. 

�	 Focuses on job functions, or roles and responsibilities specific to individuals, not job 

titles, and recognizes that individuals have unique backgrounds, and therefore, 

different levels of understanding. 

The earlier 500-172 focused on various categories of employees. This new approach 

recognizes that an individual may have more than one organizational role, and will need 

IT security training which satisfies the specific responsibilities of each role. In addition, 

because it is not focused on job titles, this approach facilitates more consistent 

interpretation of training criteria across organizations. 

Everyone needs basic training in IT security concepts and procedures. Beyond the basics, 

this new approach establishes three distinct levels of IT security training: Beginning, 

Intermediate, and Advanced. Each level is then linked to roles and responsibilities. 

Because individuals may perform more than one role within the organization, they may 

need intermediate or advanced level IT security training in their primary job role, but 

only the beginning level in a secondary or tertiary role. The new concept facilitates 

training tailored to individual employee needs and career mobility, and to an 

organization’s evolving or changing mission and mix of job functions. Thus, the concept 

of refresher training (traditionally viewed as repetitive learning) gives way to the “just-intime” learning approach, as an individual’s or organization’s IT security training needs 

evolve or change. 

�	 Delineates the differences among awareness, training, and education. 

First, this approach considers awareness programs (which are generally well established 

in Federal agencies/organizations) as a pre-requisite to IT security training. This 

document defines the term “IT Security Basics and Literacy,” as the transitional learning 

activity between “Awareness” and “Training.” IT Security Basics and Literacy 

comprises relatively generic concepts, terms, and associated learning modules that do not 

significantly differ among categories of employees or organizations. Thus, this approach 

eliminates redundancies across audience categories and establishes a baseline of IT 

security knowledge across government which all employees can reasonably be expected 

to have as they change jobs and organizations. This baseline is independent of specific 

IT systems. 

Chapter 1. Introduction	 5 
 

 

 

Information Technology Security Training Requirements 

Second, the critical differences between “Training” and “Education” are often 

overlooked. “Education” is clearly identified in this new model as a separate learning 

level, while recognizing that the education level’s applicability is limited to an 

organization’s designated IT security specialists. Providing formal education to this 

group is outside the purview of most Federal agency training programs—with some 

notable exceptions among national security-related agencies. This document takes the 

view that education (as distinguished from training) and associated on-the-job experience 

are essential for IT security specialists to be able to fulfill their roles in an effective 

manner. The provision of specific criteria for the education level is beyond the scope of 

NIST’s mandate and, therefore, is beyond the scope of this document. 

�	 Provides an integrated framework (planning tool) to identify training needs 

throughout the workforce and ensure that everyone receives appropriate training. 

The model presented in this document relates job function to required IT security 

knowledge. This allows managers to identify the training needed to fulfill their IT 

security responsibilities, to understand the consequences of denying or deferring training, 

and to plan and schedule training according to organizational priorities. 

�	 Provides a course development tool. 

Course developers can readily identify the learning outcomes expected for individuals in 

various roles with varying responsibilities. This will facilitate the development of IT 

security course material targeted to the needs of the Federal workforce and will encourage 

the development of “plug and play” training modules that can be readily customized or 

adapted to an organization’s needs. 

�	 Provides a structure for evaluating learning effectiveness. 

Providing training to individuals does not necessarily ensure that learning has occurred. 

Learning can best be demonstrated by subsequent on-the-job performance. This 

document’s learning objectives are designed to be performance-based, rather than 

content-based, and to provide benchmarks for evaluating learning effectiveness. Further, 

this document requires evaluation as a component of an organization’s IT security 

training program and provides an evaluation planning process and a discussion of levels 

of evaluation. 

�	 Is extensible. 

This document is intended to be issued in looseleaf format for extensibility and ease of 

updating. It is designed to be used as a “living” handbook and reference, with evolving 

Chapter 1. Introduction	 6 
Information Technology Security Training Requirements 

criteria, exhibits, and appendices that will enable Federal agencies and organizations to 

ensure that their workforce keeps abreast of changes in information technology and the 

impact of such changes on the protection of information and systems. 

1.4 Use of this Document 

The overall goal for use of this document is to facilitate the development or strengthening of a 

comprehensive, measurable, cost-effective IT security program which supports the missions of 

the organization and is administered as an integral element of sound IT management and 

planning. Protecting the value of an organization’s information assets demands no less. This 

approach allows senior officials to understand where, in what way, and to what extent IT-related 

job responsibilities include IT security responsibilities, permitting the most cost-effective 

allocation of limited IT security training resources. 

The issuance of this document is not intended to significantly modify Federal agencies’ ongoing 

IT security awareness programs and activities, or to invalidate their IT security training courses 

or courseware. Rather, their courses will require comprehensive review and revalidation in 

accordance with this new performance-based model and requirements. It is expected that 

agencies and organizations will find training gaps and will need to establish priorities and 

strategies for filling them. This process cannot be accomplished by a single organization’s IT 

security program office working alone. Instead, it requires a broad, cross-organizational strategy 

at the executive level to bring together various functions and organization entities that may not 

have previously worked together. The perspectives and expertise of training center personnel, 

course designers, program analysts, IT security specialists, training evaluators, and specialists in 

many related IT functional areas all are needed to achieve success. To assist in achieving this 

goal, Exhibit 1-2, on the next page, identifies groups of individuals who will be able to use this 

guidance document and suggests ways in which they may want to use it. 

1.5 Document Organization 

This guidance document is organized as follows. 

�	 Chapter 1, Introduction: Provides background information citing the statutory and 

regulatory requirements for IT security training. Establishes the purpose of this document 

in superseding NIST SP 500-172. Describes the principles of the role- and results-based 

approach to training taken in this document. Identifies who will be able to use this 

guidance and suggests ways of using the document. 

Chapter 1. Introduction	 7 
 

 

 

 

 

 

Information Technology Security Training Requirements 

Exhibit 1-2 

Use of this Document 

Who Should Use This Document How This Document Can Be Used 

Management — all levels including team 

leaders, program managers, 

system managers, and 

organization leaders 

� To determine staff training needs 

� To evaluate training effectiveness 

� To prioritize use of training resources 

IT Security Specialists � To identify training courses and training 

aids that meet established requirements 

� To identify training gaps and needs in the 

organization’s IT security program 

� To determine the amount of course 

customization needed 

� To develop a compliance baseline for the 

organization 

Training Professionals 

� Career Planners/Human Resource 

Personnel 

� Training Coordinators/Curriculum 

Developers 

� Course Developers 

� Trainers 

� To gain an understanding of IT security 

and abilities needed to meet those 

requirements 

� To assist in obtaining appropriate courses 

requirements and the knowledges, skills, 

� To evaluate course quality 

and materials 

� To develop or customize courses/ 

materials 

� To tailor their teaching approach to 

achieve the desired behavioral outcomes 

Every Employee � To identify IT security training needs for 

their current job assignment and career 

path 

Chapter 1. Introduction 8 
 

Information Technology Security Training Requirements 

�	 Chapter 2, Learning Continuum — Model and Overview: Introduces a role-based 

learning model that presents learning as a continuum from awareness through training to 

education and presents concepts associated with the model. Briefly discusses IT security 

awareness and education, and explains that detailed treatment of these areas is outside the 

scope of this document. Provides a comparison highlighting the differences among the 

three levels of learning and provides a transition to the following chapters, which 

concentrate on the two training layers of the model, Security Basics and Literacy and 

Roles and Responsibilities Relative to IT Systems. Discusses learning styles and 

effective teaching methods, ways of learning and implications for instruction, and 

presents some additional considerations for adult learning. 

�	 Chapter 3, IT Security Basics and Literacy: Presents a core set of generic IT security 

terms and concepts for all Federal employees as a baseline for further, role-based 

learning, expands on those basic concepts, and provides a mechanism for students to 

relate and apply on the job the information learned. 

�	 Chapter 4, Training Development Methodology: Role-Based Training: Builds on the 

Security Basics and Literacy training layer by presenting specific performance-based 

training requirements and outcomes mapped to job functions. Examines six role 

categories relative to IT systems—Manage, Acquire, Design and Develop, Implement and 

Operate, Review and Evaluate, and Use (with a seventh category, “Other” included to 

provide extensibility). Presents a matrix to relate the categories to three training content 

categories—Laws and Regulations, Security Program, and System Life Cycle Security. 

Identifies a set of 12 high-level IT security body of knowledge topics and concepts 

appropriate to each cell in the matrix from which curriculum content can be constructed. 

The training requirements presented here were derived from the IT security program 

requirements established in Appendix III of OMB Circular A-130. 

�	 Chapter 5, Evaluating Training Effectiveness: Requires evaluation as a component of 

an organization’s IT security training program. Identifies purposes of evaluation, 

presents progressive levels of training evaluation, and provides guidance in evaluation 

planning and implementation. 

In addition, this document is supported by several Appendices designed to facilitate its ease of 

use and to amplify portions of the document which require a more in-depth treatment. These 

include the following. 

�	 Appendix A, Information Technology Security Learning Continuum: Shows a fullpage presentation of the Learning Model introduced in Chapter 2. 

Chapter 1. Introduction	 9 
Information Technology Security Training Requirements 

�	 Appendix B, Information Technology Security Training Matrix: Presents a full-page 

illustration of how the individual training modules fit together, as used in Chapter 4. 

�	 Appendix C, Glossary: Defines key terms used in this document. 

�	 Appendix D, Selected Government IT Security References: Provides documentation 

and sources of material which are related to Federal IT Security Training. 

�	 Appendix E, Job Function-Training Cross Reference: Provides a graphical display of 

the training modules recommended for individuals performing a specific job function. 

Chapter 1. Introduction	 10 
Information Technology Security Training Requirements 

CHAPTER 

2 

LEARNING CONTINUUM ­

MODEL AND OVERVIEW 

Chapter 2. Learning Continuum 11 
Information Technology Security Training Requirements 

Chapter 2. Learning Continuum 12 
 

Information Technology Security Training Requirements 

CHAPTER 2. LEARNING CONTINUUM — MODEL AND OVERVIEW 

Exhibit 2-1
 

IT Security Learning Continuum
 

Information Technol on Technology Security Learni ty Learning Conti g Continuum

Information Technology Security 

E Specialists and Professionals *A D 

U *I *B C 

A Education and Experience T
 

I
 

O
 

N
 

Roles and Responsibilities Relative to IT Systems *A 

*I 

T 

R 

A 

I 

Manage Acquire Design & 

Develop 

Implement 

& Operate 

Review & 

Evaluate Use Other 

*B Scope of 

this 

Document N 

I 

N 

G 

All employees involved with IT systems 

A Security Basics and Literacy W 

A 

R * Beginning 

N

E All employees * Intermediate E * Advanced 

S 

S Security Awareness 

2.1 Introduction to the Model 

The model presented as Exhibit 2-1 is based on the premise that learning is a continuum. 

Specifically, learning in this context starts with awareness, builds to training, and evolves into 

education. This model provides the context for understanding and using this document. 

Chapter 2. Learning Continuum 13 
Information Technology Security Training Requirements 

The model is role-based. It defines the IT security learning needed as a person assumes different 

roles within an organization and different responsibilities in relation to IT systems. This 

document uses the model to identify the knowledges, skills, and abilities an individual needs to 

perform the IT security responsibilities specific to each of his or her roles in the organization. 

The type of learning that individuals need becomes more comprehensive and detailed at the top 

of the continuum. Thus, beginning at the bottom, all employees need awareness. Training 

(represented by the two bracketed layers “Security Basics and Literacy” and “Roles and 

Responsibilities Relative to IT Systems”) is required for individuals whose role in the 

organization indicates a need for special knowledge of IT security threats, vulnerabilities, and 

safeguards. The “Education and Experience” layer applies primarily to individuals who have 

made IT security their profession. 

The model illustrates the following concepts: 

�	 “Security Awareness” is explicitly required for ALL employees, whereas “Security Basics 

and Literacy” is required for those employees, including contractor employees, who are 

involved in any way with IT systems. In today’s environment this typically means all 

individuals within the organization. 

�	 The “Security Basics and Literacy” category is a transitional stage between “Awareness” 

and “Training.” It provides the foundation for subsequent training by providing a 

universal baseline of key security terms and concepts. 

�	 After “Security Basics and Literacy,” training becomes focused on providing the 

knowledges, skills, and abilities specific to an individual’s “Roles and Responsibilities 

Relative to IT Systems.” At this level, training recognizes the differences between 

beginning, intermediate, and advanced skill requirements. 

�	 The "Education and Experience” level focuses on developing the ability and vision to 

perform complex multi-disciplinary activities and the skills needed to further the IT 

security profession and to keep pace with threat and technology changes. 

Learning is a continuum in terms of levels of knowledge, but the acquisition or delivery of that 

knowledge need not proceed sequentially. Given resource constraints, organizations have a 

responsibility to evaluate against the continuum both the scope of their IT security training needs 

and the effectiveness of the training provided, to be able to allocate future training resources to 

derive the greatest value or return on investment. 

Chapter 2. Learning Continuum	 14 
Information Technology Security Training Requirements 

E 

D 

U 

C 

A 

T 

I 

O 

N 

T 

R 

A 

I 

N 

I 

N 

G

A 

W 

A 

R 

E 

N 

E 

S 

S 

2.2 Levels of Learning 

2.2.1 Awareness 

Awareness is not training. The purpose of awareness presentations is simply to focus 

attention on security. Awareness presentations are intended to allow individuals to 

recognize IT security concerns and respond accordingly. In awareness activities the 

learner is a recipient of information, whereas the learner in a training environment has a 

more active role. Awareness relies on reaching broad audiences with attractive 

packaging techniques. Training is more formal, having a goal of building knowledge and 

skills to facilitate job performance. 

A few examples of IT security awareness materials/activities include: 

� Promotional/speciality trinkets with motivational slogans, 

� A security reminder banner on computer screens, which comes up when a user logs on, 

� Security awareness video tapes, and 

� Posters or flyers. 

Effective IT security awareness presentations must be designed with the recognition that people 

tend to practice a tuning-out process called acclimation. If a stimulus, originally an attentiongetter, is used repeatedly, the learner will selectively ignore the stimulus. Thus, awareness 

presentations must be on-going, creative, and motivational, with the objective of focusing the 

learner’s attention so that the learning will be incorporated into conscious decision-making. This 

is called assimilation, a process whereby an individual incorporates new experiences into an 

existing behavior pattern. 

Learning achieved through a single awareness activity tends to be short-term, immediate, and 

specific. Training takes longer and involves higher-level concepts and skills. For example, if a 

learning objective is “to facilitate the increased use of effective password protection among 

employees,” an awareness activity might be the use of reminder stickers for computer keyboards. 

A training activity might involve computer-based instruction in the use of passwords, parameters, 

and how to change the passwords for organization systems. 

Detailed guidance on IT security awareness is outside the scope of this document. Awareness, as 

originally defined in 1989 in NIST SP 500-172, “creates the [employee's] sensitivity to the 

threats and vulnerabilities of computer systems and the recognition of the need to protect data, 

information, and the means of processing them.” The fundamental value of IT security 

awareness programs is that they set the stage for training by bringing about a change in attitudes 

which change the organizational culture. The cultural change is the realization that IT security is 

critical because a security failure has potentially adverse consequences for everyone. Therefore, 

IT security is everyone’s job. 

Chapter 2. Learning Continuum 15 
Information Technology Security Training Requirements 

E 

D 

U 

C 

A 

T 

I 

O 

N 

T 

R 

A 

I 

N 

I 

N 

G

A 

W 

A 

R 

E 

N 

E 

S 

S 

2.2.2 Training 

The “Training” level of the learning continuum strives to produce relevant and needed 

security skills and competency by practitioners of functional specialties other than IT 

security (e.g., management, systems design and development, acquisition, auditing). The 

training layers are discussed in detail in Chapters 3 (Security Basics and Literacy) and 4 

(Training Development Methodology: Role-Based Training). 

E 

D 

U 

C 

A 

T 

I 

O 

N 

T 

R 

A 

I 

N 

I 

N 

G

A 

W 

A 

R 

E 

N 

E 

S 

S 

2.2.3 Education 

The “Education” level integrates all of the security skills and competencies of the various 

functional specialties into a common body of knowledge, adds a multi-disciplinary study 

of concepts, issues, and principles (technological and social), and strives to produce IT 

security specialists and professionals capable of vision and pro-active response. 

Historically, “computer security specialists” were practitioners appointed from the ranks 

of “computer specialists” (or another functional specialty), as if designation alone made 

those individuals specialists in security. Security responsibilities were often assigned as 

collateral to the duties of the primary functional specialty. 

At best, Federal agencies paid for occasional training courses for their designated Computer 

Security Officers or specialists; but few agency officials recognized a need to enroll their 

designees in a formal computer security educational program—or required evidence of 

qualification or certification as a condition of appointment or collateral designation. IT Security 

professionalization was not mandated as a component of agency computer security training 

programs: it was outside the scope of the then-current Federal computer security training 

guidelines (SP 500-172). 

Now, however, the IT Security Specialist/Officer/Program Manager functions have become too 

technologically and managerially complex to be successfully accomplished—especially on an 

ancillary or collateral basis—by practitioners lacking a comprehensive set of competencies. 

Moreover, organization officials, customers, technical personnel, and other stakeholders are 

creating pressures and demands for creative and dependable solutions to a growing range, 

number, and severity of security and privacy concerns—solutions which can only be achieved by 

Chapter 2. Learning Continuum 16 
Information Technology Security Training Requirements 

a class of professionals with expertise in system and information protection. IT security 

professionalization is rapidly becoming a “business competency” in the public and private 

sectors. 

IT security professionalization criteria are outside the scope of this document. The training 

guidance in Chapter 4 can be used and sequenced by agencies on an individualized basis as a 

cost-effective way to fill gaps in a given practitioner’s knowledge and prepare him/her for formal 

education that may be needed for credentialing or other demonstrable measures of qualification 

in IT security. 

An IT security professional is one who integrates the principles of the IT security field in a 

forward-looking manner to keep up with technology trends and their evolving security 

implications. At the “Training” level of the learning continuum, the specific knowledge and 

skills acquired may become obsolete as technology changes. The exploratory nature of education 

differentiates it from training. From this exploratory vantage point, advances in thought and 

theory make their way into security practices taught in training programs. The educated IT 

security professional has the comprehensive grasp of the field required to take responsibility for 

their further learning in an ever-changing environment. 

At the advanced level of IT security professionalization, such as that of an IT Security Program 

Manager, an employee should be able to represent the organization and participate actively and 

constructively in addressing interagency or cross-cutting issues and concerns. Examples include 

increasing the effectiveness of assurance techniques; developing security policy models; 

participating in symposia or workgroups; or contributing to, developing, or managing training 

programs. 

To reach the advanced level of IT security professionalization, completion of formal education in 

the field is required. With regard to formal education, organizational officials who appoint/ 

supervise IT security specialists should know two important points: first, a concentration or 

major can be located in any of a number of departments or colleges—from business 

administration to computer science; and second, regardless of where a concentration or major 

may be placed in a given university, the program of study should incorporate a well-planned 

infusion of communications technology, human/behavioral science, mathematics, computer 

science, engineering, business ethics, and information law. 

2.3 Comparative Framework 

As illustrated in the learning continuum, “Awareness” constitutes the point-of-entry for all 

employees into the progression of IT security knowledge levels; the “Training” level, starting 

with “Security Basics and Literacy,” then builds a wide range of security-related skills needed by 

employees in several functional area categories; and the “Education” level is the capstone of the 

learning continuum—creating expertise necessary for IT security specialists and professionals. 

Chapter 2. Learning Continuum 17 
____________________ 

Information Technology Security Training Requirements 

Thus, “In a training environment the employee is taught to use specific skills as part of exacting 

job performance. In an educational context the employee would be encouraged to examine and 

evaluate not only skills and methods of work but fundamental operating principles and tenets 

upon which job skills are based....”1 

The distinction among the three levels is not always easy to interpret and apply. Exhibit 2-2, 

below, illustrates this distinction. 

Exhibit 2-2 

Comparative Framework2 

AWARENESS TRAINING EDUCATION 

Attribute: “What” “How” “Why” 

Level: Information Knowledge Insight 

Learning Objective: Recognition and 

Retention 

Skill Understanding 

Example Teaching 

Method: 

Media 

- Videos 

- Newsletters 

- Posters 

Practical Instruction 

- Lecture and/or demo 

- Case study 

- Hands-on practice 

Theoretical Instruction 

- Seminar and discussion 

- Reading and study 

- Research 

Test Measure: True/False 

Multiple Choice 

(identify learning) 

Problem Solving, i.e., 

Recognition and 

Resolution 

(apply learning) 

Essay 

(interpret learning) 

Impact Timeframe: Short-term Intermediate Long-term 

1 “Computer Security Education, Training, and Awareness: Turning a Philosophical Orientation into 

Practical Reality,” W.V. Maconachy, Proceedings of the 12th National Computer Security Conference, 

October 1988. 

2 “The Human Factor in Training Strategies,” a presentation to the Federal Computer Security Program 

Managers’ Forum, by Dorothea de Zafra, November, 1991. 

Chapter 2. Learning Continuum 18 
 

 

Information Technology Security Training Requirements 

2.4 Learning Styles and Effective Teaching Methods 

Exhibit 2-2 illustrates learning objectives and examples of teaching methods at each level of the 

Learning Continuum. This section further develops the role and importance of teaching methods 

relative to learning for users of this document who may not be training professionals. The 

Federal workforce is the intended audience for this guidance document, and it is not a single, 

homogeneous entity. Therefore, no uniform teaching approach, or set of materials, is 

appropriate. Course developers and trainers will need to select the training materials and 

approaches that will best address the needs of given audiences in line with an organization’s 

culture and requirements, as well as with individual student needs as outlined below. 

2.4.1 Ways of Learning and Implications for Instruction 

Individuals learn in different ways. The learning approach most effective for a particular 

individual is a function of their preferred learning style, education, and prior experience. While a 

discussion of learning theory is beyond the scope of this document, it is important for subject 

matter specialists who may serve as instructors to know that students will not all take in and 

process information in the same way. Attention to these differences in the instructional process 

is just as important as is attention to the subject matter itself. 

“I hear and I forget.

 I see and I remember.

 I do and I understand.” 

— Chinese Proverb 

Learning Style: Individuals learn in several ways but each person, as part of their personality, 

has a preferred or primary learning style. Instruction can positively or negatively affect a 

student’s performance, depending on whether it is matched, or mismatched, with a student’s 

preferred learning style. In learning information or concepts, some students will do better 

through reading (visual learning); others prefer to listen to a lecture (auditory learning); still 

others need to participate in a discussion (kinesthetic or tactile learning) in order to refine and 

finally grasp the material. In learning practical skills, some students prefer “how-to” pictures or 

diagrams (visual learning); others prefer to hear verbal instructions (auditory learning); still 

others ignore directions and prefer to jump in and figure things out as they go along (kinesthetic 

or tactile learning). 

Content specialists tend to make the mistake of equating teaching to telling. They find out the 

hard way that students who do not learn best through listening will tune out lectures and learn 

little. Being aware of learning style differences should motivate instructors to use a variety of 

teaching approaches. For example, instructors who physically move around the classroom, who 

Chapter 2. Learning Continuum 19 
 

 

Information Technology Security Training Requirements 

plan silent reading as well as lecturing, who include small group problem-solving, large group 

debate, brainstorming, blackboard diagraming and other visual aids will have something for 

everyone and in so doing will eliminate the “yawn factor.” The implications for courseware 

developers is that there is substantial benefit in using flexible presentation formats (e.g., 

multimedia, searchable databases, text, graphics, simulations, team teaching, decision trees and 

interactive learning). A training program as a whole should ideally include a range of delivery 

approaches. These could include, in addition to classroom instruction and computer-based 

instruction, such options as manuals and self-paced instruction books, videotapes, interactive 

workshops with “hands-on” exercises, and one-on-one mentoring/coaching by senior staff. 

Education and prior experience: Materials developers and trainers should consider the likely 

education and experience of their target audience and adjust their presentation approach and 

content accordingly. An individual with an advanced degree will perceive and learn new 

material in a manner that is different from an individual without a degree but who has extensive 

on-the-job experience. For example, individuals with more than 15 years of employment (e.g., 

an older audience) are less likely to be familiar with or comfortable with technology-oriented 

teaching techniques. However, if the target audience primarily consists of individuals who have 

recently graduated from college or high school (e.g., a younger audience), then increasing the 

proportion of material delivered through multimedia or computer-based instruction may be 

appropriate, as today’s students are generally more experienced with these teaching approaches. 

The actual job functions of the target audience should also be considered when developing 

training materials and selecting teaching methodologies. For example, if instruction relating to 

the IT security countermeasures of a network server is being presented to an audience of system 

administrators, then a multi-day, hands-on approach might be most effective. If the same 

material is to be presented to a group of system designers, then a 2-hour lecture may be 

sufficient. 

2.4.2 Additional Considerations for Adult Learning 

Course developers and trainers should also be aware that adults have well established—not 

formative—values, beliefs, and opinions. Individuals have individual learning style preferences 

and adults may have had differing education, varying years of experience, and a wealth of 

previously learned information which they bring to the learning venue. Adults relate new 

information and knowledge to previously learned information, experiences, and 

values—sometimes consciously, sometimes unconsciously—thus, misperception and miscommunication can occur unless instructors make the effort to draw students out. This can be done 

(at least in a classroom setting) by balancing the presentation of new material with student 

sharing of relevant experiences. Instructors can help to make connections between various 

student opinions and ideas, while focusing class effort on integration of the new knowledge or 

skill with respect to its application. 

Chapter 2. Learning Continuum 20 
Information Technology Security Training Requirements 

Team teaching, if that is an option, can leverage individual instructor’s respective skills in this 

regard. In any case, the involvement of adult students as resources can help overcome potential 

problems associated with classes composed of workforce students with differing levels of 

subject-matter knowledge. Otherwise, instructors who rely on giving a lecture of the material 

risk finding themselves over the heads of beginners, while boring or talking down to students 

who are at more advanced levels. 

Finally, adult students, more so than their younger counterparts, learn best when they perceive 

the relevance of the knowledge or skill to their current job or to their career advancement. 

When the instructor is able to emphasize the applicability and practical purpose of the material to 

be mastered, as distinguished from abstract or conceptual learning, the learning retention rates 

and the subsequent transference of the new knowledge or skill to the students’ jobs and 

organizational settings will be enhanced. 

2.4.3 References 

For further information, the following resources are suggested as a point of departure. This is not 

an exhaustive listing. 

Cantor, Jeffrey A. Delivering Instruction to Adult Learners, Toronto: Wall & Emerson, 

1992. 

Hartman, Virginia R. “Teaching and learning style preferences: Transitions through
 

technology.” VCCA Journal, Vol.9, no. 2, pp. 18-20, 1995.
 

Kearsley, Greg. Andragogy (M. Knowles), Washington, DC: George Washington
 

University, 1996. 


Knowles, M.S. The Modern Practice of Adult Education: Andragogy vs. Pedagogy, New 

York: Association Press, 1970. 

Chapter 2. Learning Continuum 21 
Information Technology Security Training Requirements 

Chapter 2. Learning Continuum 22 
Information Technology Security Training Requirements 

CHAPTER 

3 

SECURITY BASICS 

AND LITERACY 

Chapter 3. Security Basics and Literacy 23 
Information Technology Security Training Requirements 

Chapter 3. Security Basics and Literacy 24 
 

 

Information Technology Security Training Requirements 

CHAPTER 3. SECURITY BASICS AND LITERACY
 

3.1 Definition and Purpose 

The Security Basics and Literacy level on the learning continuum is the transition between 

awareness and training. To draw an analogy with reading literacy, "awareness" is equivalent to 

reading readiness, whereby the child learns to recognize and memorize the letters of the alphabet. 

Then, at the transitional level, the child learns to use the alphabet and principles of grammar and 

sentence structure to read and become literate. The ability to read is the foundation for further, 

specific learning. So, too, are Security Basics and Literacy the foundation for further specific 

learning related to one’s role(s) with respect to IT systems. 

IT Security literacy must not be confused with the term “computer literacy,” which refers to an 

individual’s familiarity with a basic set of knowledge needed to use a computer. IT Security 

literacy refers to an individual’s familiarity with—and ability to apply—a core knowledge set 

(i.e., “IT security basics”) needed to protect electronic information and systems. Just as 

computer literacy is a generic foundation, i.e., is not geared to specific technology or 

application(s), so, too, is security literacy a one-size-fits-all foundation for further learning; it is 

not geared to any specific system. All individuals who use computer technology or its output 

products, regardless of their specific job responsibilities, must know IT security basics and be 

able to apply them. 

The next step beyond IT Security Basics and Literacy is to focus individuals’ ongoing learning on 

their respective job functions and the system(s) they are involved with. That focusing step or 

stage constitutes the beginning level of specific, role-based IT security training, and is covered in 

Chapter 4, Training Development Methodology: Role-Based Training. In Chapter 4, 

“beginning” refers to the beginning of IT security skills training, a logical segue from the 

knowledge base established here. 

The Security Basics and Literacy level has the following learning objectives: 

�	 To ensure that the student knows the “alphabet,” i.e., a core set of key terms and essential 

concepts which comprises IT security and is essential for the protection of information 

and systems. (Many of the terms and concepts should have been previously introduced to 

the learner in an agency's awareness briefings or activities. In that case, Security Basics 

and Literacy properly provides reinforcement and structure.) 

�	 To establish the principles for “reading” or “using the alphabet.” 

�	 To promote personal responsibility and positive behavioral change. 

Chapter 3. Security Basics and Literacy 25 
Information Technology Security Training Requirements 

� To offer a curriculum framework to promote consistency across government. 

These objectives are designed to permit a consistent, government-wide approach to ensure that 

all employees who are involved with IT systems—regardless of agency, organizational unit, job 

function(s), or specific system(s)—acquire the same, comprehensive literacy in security basics. 

The value of a consistent training program is the portability of security literacy as employees 

change jobs and organizations. 

3.2 Basics — Core Set of IT Security Terms and Concepts 

The body of knowledge associated with IT security is large and growing at an increasing rate, 

commensurate with today’s rapid technological changes. Regardless of its size and growth rate, 

certain basic concepts form the foundation of any effective IT security program and environment. 

These terms and concepts must be learned and applied as the individual proceeds from security 

awareness to training and then to education. 

The core set of IT security terms and concepts is presented in this section as the “ABC’s of 

Information Technology Security,” 26 items related to the alphabet, as summarized in Exhibit 3­

1 on the next page and described briefly in Exhibit 3-2. This memory tool approach aids the 

learning process while communicating fundamental IT security concepts. It is anticipated that 

course material developed under this model will build on the memory tool approach to learning. 

(Text continues after exhibits, on page 32.) 

Chapter 3. Security Basics and Literacy 26 
Information Technology Security Training Requirements 

Exhibit 3-1 

ABC’s OF INFORMATION TECHNOLOGY SECURITY 

A Assets - Something of value requiring protection (hardware, software, data, reputation) 

B Backup - The three most important safeguards - backup, backup, backup 

C Countermeasures and Controls - Prevent, detect, and recover from security incidents 

D DAA and Other Officials - Manage and accept risk and authorize the system to operate 

E Ethics - The body of rules that governs an individual’s behavior. 

F Firewalls and Separation of Duties - Minimize the potential for “incident encroachment” 

G Goals - Confidentiality, Integrity, and Availability (CIA) 

H Hackers/Crackers - Intruders who are threats to any system 

I Individual Accountability/Responsibility - Individuals responsible for their own actions 

J Job Description/Job Function - Defines the individual’s roles within the organization 

K Keys to Incident Prevention - Awareness, compliance, common sense 

L Laws and Regulations - Establish basic control/security objectives 

M Model Framework - Relates training needs to roles and responsibilities 

N Need to Know - Limits access to data, sets objective for ongoing learning 

O Ownership - Establishes responsibility/accountability for asset protection 

P Policies and Procedures - What to accomplish and how to accomplish it 

Q Quality Assurance/Quality Control - Ensure the integrity of the process 

R Risk Management - Balances potential adverse impact against safeguard cost 

S Security Training - The best return on investment of any security safeguard 

T Threats - Are always present, and generally occur when least expected 

U Unique Identifiers - Provide for individual accountability and facilitate access control 

V Vulnerabilities - Security weaknesses through which threats impact the system 

W Waste, Fraud, and Abuse - The three primary impacts of a security incident 

X eXpect the uneXpected - Don’t assume that because something hasn’t happened, it won’t 

Y You - Your actions/inactions are critical to maintaining an effective security environment 

Z Zoning/Compartmentalization - Establish security layers and minimize incident impact 

Chapter 3. Security Basics and Literacy 27 
Information Technology Security Training Requirements 

Exhibit 3-2 

IT Security ABC’s — Terms and Concepts 

�

�

�

�

�

Assets — Assets are something of value that requires protection. The value of an asset may be 

monetary or non-monetary. For example, a computer system clearly has a monetary value that 

may be expressed in terms of its cost of acquisition or replacement. Data, however, is an asset 

that may have a monetary value (the cost to acquire), a non-monetary value (loss of public 

confidence regarding data accuracy), or both. 

Backup — Backup for data and/or processes are critical safeguards in any IT security 

environment. The concept of backup includes creation and testing of disaster recovery and 

continuity of operations plans as well as preparation of copies of data files that are stored “out 

of harm’s way.” 

Countermeasures and Controls — Countermeasures, controls, and safeguards are terms that are 

often used synonymously. They refer to the procedures and techniques used to prevent the 

occurrence of a security incident, detect when an incident is occurring or has occurred, and 

provide the capability to respond to or recover from a security incident. A safeguard may be a 

password for a user identifier, a backup plan that provides for offsite storage of copies of 

critical files, audit trails that allow association of specific actions to individuals, or any of a 

number of other technical or procedural techniques. Basically, a safeguard is intended to 

protect the assets and availability of IT systems. 

DAA and Other Officials — Individuals are responsible for allocating resources. Resources 

may be allocated to address IT security issues or any of a number of other competing 

organizational needs. The individual who has such authority for a specific IT system may be 

termed a Designated Accrediting Authority (DAA), Approving Authority, Authorizing Official, 

Recommending Official, or other titles specific to an organization. Whatever the title, the 

individual who has the authority to allocate resources is also responsible for balancing risks and 

costs and accepting any residual risks in making those decisions. The accrediting authorities 

are often helped in these decisions by certifying authorities who provide assessments of the 

technical adequacy of the current security environment and recommendations for resolving 

deficiencies or weaknesses. 

Ethics — the body of rules that governs an individual’s behavior. It is a product of that 

individual’s life experiences and forms a basis for deciding what is right and wrong when 

making decisions. In today’s environment, ethics are, unfortunately, situational (i.e., an 

individual’s definition of what is right and wrong changes depending on the nature of a 

particular situation). For example, an individual may believe that it is wrong to break into 

someone’s house, but does not think that it is wrong to break into someone’s computer system. 

Chapter 3. Security Basics and Literacy 28 
Information Technology Security Training Requirements 

Exhibit 3-2 

IT Security ABC’s — Terms and Concepts (Continued) 

�

�

�

�

�

Firewalls and Separation of Duties — Firewalls and separation of duties have similar structures 

and complementary objectives: a firewall is a technical safeguard that provides separation 

between activities, systems, or system components so that a security failure or weakness in one 

is contained and has no impact on other activities or systems (e.g., enforcing separation of the 

Internet from a Local Area Network). Separation of duties similarly provides separation, but 

its objective is to ensure that no single individual (acting alone) can compromise an application. 

In both cases, procedural and technical safeguards are used to enforce a basic security policy 

that high risk activities should be segregated from low risk activities and that one person should 

not be able to compromise a system. 

Goals — The goals of an IT security program can be summarized in three words: 

confidentiality - data must be protected against unauthorized disclosure; integrity - IT systems 

must not permit processes or data to be changed without authorization; and availability ­

authorized access to IT systems must be assured. 

Hackers/Crackers — The term “hacker” was originally coined to apply to individuals who 

focused on learning all they could about IT, often to the exclusion of many other facets of life 

(including sleeping and eating). A “cracker” is any individual who uses advanced knowledge 

of networks or the Internet to compromise network security. Typically, when the traditional 

hacker compromised the security of an IT system, the objective was academic (i.e., a learning 

exercise), and any resulting damage or destruction was unintentional. Currently, the term 

hacker is being more widely used to describe any individual who attempts to compromise the 

security of an IT system, especially those whose intention is to cause disruption or obtain 

unauthorized access to data. Hacker/cracker activity generally gets high press coverage even 

though more mundane security incidents caused by unintentional actions of authorized users 

tend to cause greater disruption and loss. 

Individual Accountability/Responsibility — A basic tenet of IT security is that individuals must 

be accountable for their actions. If this is not followed and enforced, it is not possible to 

successfully prosecute those who intentionally damage or disrupt systems, or to train those 

whose actions have unintended adverse effects. The concept of individual accountability drives 

the need for many security safeguards such as user identifiers, audit trails, and access 

authorization rules. 

Job Description/Job Function — To provide individuals with the training necessary to do their 

job, and to establish appropriate safeguards to enforce individual accountability, it is necessary 

to know what functions an individual is authorized to perform (i.e., their role(s) within the 

organization). Some times this is accomplished using formalized/written job descriptions. In 

other situations, such assessments are based on analysis of the functions performed. 

Chapter 3. Security Basics and Literacy 29 
Information Technology Security Training Requirements 

Exhibit 3-2 

IT Security ABC’s — Terms and Concepts (Continued) 

�

�

�

�

�

Keys to Incident Prevention — Many IT security incidents are preventable if individuals 

incorporate three basic concepts into their day-to-day activities: one, awareness - individuals 

should be aware of the value of the assets they use to do their job and the nature of associated 

threats and vulnerabilities; two, compliance - individuals should comply with established 

safeguards (e.g., scanning diskettes, changing passwords, performing backups); and three, 

common sense - if something appears too good to be true, it generally is. 

Laws and Regulations — Congress has enacted a number of laws (e.g., Privacy Act, Computer 

Security Act, Computer Fraud and Abuse Act) that establish the basic policy structure for IT 

security in the Federal government. These laws have been augmented with regulations and 

guidance regarding their applicability to IT systems. Private industry generally grounds its 

security policies on the impact on profitability and potential risk of lawsuits, as there are few 

specific legal requirements. The commonality between Federal and private IT security 

programs demonstrates that the objectives are the same whether the impetus was a law or the 

bottom line. 

Model Framework — This document presents a model framework for IT security training. The 

model framework describes individual training needs relative to job function or role within the 

organization. The model recognizes that an individual’s need for IT security training will 

change, both in scope and depth, relative to their organizational responsibilities. 

Need to Know — Need to Know is addressed from two perspectives: first, a need for access to 

information to do a job; and second, need to know as a driver for continued learning. In the 

first case, access to information and processes should be restricted to that which the individual 

requires to do their job. This approach minimizes the potential for unauthorized activities, and 

maximizes the potential that the individual knows and understands the nature of the threats and 

vulnerabilities associated with their use or maintenance of an IT system; and second, given the 

rate of technological change, individuals need to know the characteristics of those technologies 

so they may be better able to address specific vulnerabilities. 

Ownership — Responsibility for the security of an IT system or asset must be assigned to a 

single, identifiable entity, and to a single, senior official within that entity. This provides for 

accountability for security failures and establishment of the chain of command that authorizes 

access to and use of system assets. This concept of individual responsibility and authority is 

generally termed ownership or stewardship. The ownership of an asset (particularly data) is 

generally retained, even when that asset is transferred to another organization. For example, tax 

data shared with other Federal and state agencies by the Internal Revenue Service must be 

secured in accordance with the Internal Revenue Code. 

Chapter 3. Security Basics and Literacy 30 
Information Technology Security Training Requirements 

Exhibit 3-2 

IT Security ABC’s — Terms and Concepts (Continued) 

�

�

�

�

�

�

�

�

Policies and Procedures — IT security safeguards are intended to achieve specific control 

objectives. These objectives are contained within security policies that should be tailored 

to the needs of each IT system. Procedures define the technical and procedural safeguards 

that have been implemented to enforce the specified policies. IT security procedures may 

be documented in a security plan. 

Quality Assurance/Quality Control — Quality Assurance and Quality Control are two 

processes that are used to ensure the consistency and integrity of security safeguards. 

Specifically, these processes are intended to ensure that security countermeasures perform 

as specified, under all workload and operating conditions. 

Risk Management — Risk management is the process whereby the threats, vulnerabilities, 

and potential impacts from security incidents are evaluated against the cost of safeguard 

implementation. The objective of Risk Management is to ensure that all IT assets are 

afforded reasonable protection against waste, fraud, abuse, and disruption of operations. 

Risk Management is growing in importance as the scope of potential threats is growing 

while available resources are declining. 

Security Training — Security training is the sum of the processes used to impart the body 

of knowledge associated with IT security to those who use, maintain, develop, or manage 

IT systems. A well trained staff can often compensate for weak technical and procedural 

safeguards. Security training has been demonstrated to have the greatest return on 

investment of any technical or procedural IT security safeguard. 

Threats — Threats are actions or events (intentional or unintentional) which, if realized, 

will result in waste, fraud, abuse, or disruption of operations. Threats are always present, 

and the rate of threat occurrence can not be controlled. IT security safeguards, therefore, 

must be designed to prevent or minimize any impact on the affected IT system. 

Unique Identifiers — A unique identifier is a code or set of codes that provide a positive 

association between authorities and actions to individuals. Safeguards must be in place to 

ensure that an identifier is used only by the individual to whom it is assigned. 

Vulnerabilities — Vulnerabilities are weaknesses in an IT system’s security environment. 

Threats may exploit or act through a vulnerability to adversely affect the IT system. 

Safeguards are used to mitigate or eliminate vulnerabilities. 

Waste, Fraud, and Abuse — Waste, fraud, and abuse are potential adverse impacts that may 

result from a breakdown in IT security. Waste, fraud, and abuse are specifically identified 

as potential impacts in government-wide policy. 

Chapter 3. Security Basics and Literacy 31 
 

 

Information Technology Security Training Requirements 

Exhibit 3-2 

IT Security ABC’s — Terms and Concepts (Continued) 

�

�

�

eXpect the uneXpected — IT security safeguards target unauthorized actions. 

Unauthorized actions (acts by individuals or Acts-of-God) can take many forms and can 

occur at any time. Thus, security safeguards should be sufficiently flexible to identify and 

respond to any activity that deviates from a pre-defined set of acceptable actions. 

You — You are responsible and will be held accountable for your actions relative to an IT 

system or its associated data. You can strengthen or weaken an IT security environment by 

your actions or inactions. For example, you can strengthen an IT environment by changing 

passwords at appropriate intervals and weaken it by failing to do so. 

Zoning/Compartmenting — Zoning/Compartmenting is a concept whereby an application is 

segmented into independent security environments. A breach of security would require a 

security failure in two or more zones/compartments before the application is compromised. 

This layered approach to security can be applied within physical or technical environments 

associated with an IT system. 

3.3 Literacy — Curriculum Framework 

The literacy level is the first solid step of the IT security training level, where the knowledge 

obtained through training can be directly related to the individual’s role in his or her specific 

organization. Although the curriculum framework, presented below, provides a generic outline 

for material to be included in literacy training throughout government, it is imperative that the 

instructor relate the actual course content to the organization’s unique culture and mission 

requirements. Emphasis placed on the specific topics may vary by student audience or 

organization needs. The curriculum framework was developed to present topics and concepts in 

a logical order, based on IT system planning and life cycle stages, but may be presented in any 

order. Literacy training may also be divided into more than one session. Regardless of the 

training method or structure used, it is expected that the actual literacy training, including all 

topics and concepts in the curriculum framework, can be completed within an 8-hour time frame. 

This is because, at the literacy level, the material should be presented as an introduction of the 

concepts and topics only. 

There are a variety of suitable approaches for teaching this subject matter. One of the most 

effective is to encourage participation by the students in interactive discussions on how the 

various concepts relate to their particular organization or roles. This approach allows the 

students to understand the significance of IT security principles and procedures to their 

organization, and to begin finding ways of applying this new knowledge in their work 

environment. 

Chapter 3. Security Basics and Literacy 32 
 

 

 

Information Technology Security Training Requirements 

The following curriculum framework incorporates and expands on the basic concepts introduced 

in the ABC’s, introduces a set of generic topics and concepts which have been identified as the 

foundation for IT security training, and provides a mechanism for students to relate and apply the 

information learned on the job. In Chapter 4, a methodology for development of role-based 

training, based on an expanded version of these same (generic) topics and concepts, is presented 

to provide for the in-depth training requirements of individuals who have been assigned specific 

IT security related responsibilities. 

1.	 Laws and Regulations 

Subjects to include: 

�	 Federal IT security laws, regulations, standards and guidelines 

�	 Organization specific policies and procedures 

�	 Role of Federal government-wide and organization specific laws, regulations, policies, 

guidelines, standards and procedures in protecting the organization’s IT resources 

�	 Tangible and intangible IT resources (assets) 

�	 Current and emerging social issues that can affect IT assets 

�	 Laws and regulations related to social issues affecting security issues 

�	 Effect of social issues on accomplishment of organizations mission(s) 

�	 Social conflicts with the Freedom of Information Act 

�	 Public concern for protection of personal information 

�	 Legal and liability issues 

�	 Laws concerning copyrighted software 

�	 Organization policies concerning copyrighted software 

�	 Laws concerning privacy of personal information 

�	 Organization policies concerning privacy of personal information 

�	 Mission related laws and regulations 

�	 Effects of laws, regulations or policies on the selection of security controls 

Includes basic IT security concepts introduced in the following ABC’s: 

L - Laws and Regulations 

P - Policies and Procedures 

2.	 The Organization and IT Security 

Subjects to include: 

�	 Organization mission(s) 

�	 How information technology supports the mission(s) 

�	 Reliance on IT systems for mission accomplishment 

�	 IT security programs protect against violations of laws and regulations 

�	 Purpose and elements of organizational IT security programs 

Chapter 3. Security Basics and Literacy 33 
 

 

 

Information Technology Security Training Requirements 

�	 Difference between organization level and system level IT security programs 

�	 Changing IT security issues and requirements 

�	 System ownership and its importance from a user or client perspective 

�	 Information ownership and its importance from a user or client perspective 

�	 Identification of IT security program and system level points of contacts 

Includes basic IT security concepts introduced in the following ABC’s: 

A - Assets 

G - Goals 

O - Ownership 

3.	 System Interconnection and Information Sharing 

Subjects to include: 

�	 Increased vulnerabilities of interconnected systems and shared data 

�	 Responsibilities of system or information owner organizations if systems have external 

users or clients 

�	 Responsibility of users or clients for notifying system owners of security requirements 

�	 Sharing information on system controls with internal and external users and clients 

�	 Formal agreements between systems for mutual protection of shared data and resources 

�	 User rules of behavior and individual accountability in interconnected systems 

�	 System rules of behavior and technical controls based on most stringent protection 

requirements 

�	 Electronic mail security concerns 

�	 Electronic commerce 

�	 Electronic Fund Transfer 

�	 Electronic Data Interchange 

�	 Digital/electronic signatures 

�	 Monitoring user activities 

Includes basic IT security concepts introduced in the following ABC’s: 

A - Assets 

C - Countermeasures and Controls 

E - Ethics 

H - Hackers/Crackers 

I - Individual Accountability/Responsibility 

T - Threats 

V - Vulnerabilities 

W - Waste, Fraud, and Abuse 

X - eXpect the uneXpected 

Y - You 

Chapter 3. Security Basics and Literacy 34 
 

 

 

 

Information Technology Security Training Requirements 

4.	 Sensitivity 

Subjects to include: 

�	 Categorization of system sensitivity 

�	 Criticality 

�	 Unauthorized use 

�	 Reliability 

�	 Categorization of information sensitivity 

�	 Sensitive information in general 

- Types of sensitive information 

- Aggregation of information 

�	 Organization’s sensitive information 

- Need to know 

- Authorized access 

- Unauthorized disclosure 

�	 IT asset protection requirements 

�	 The organization’s need for confidentiality of its information 

�	 Adverse consequences of unauthorized information disclosure 

�	 The organization’s need for integrity of its information 

�	 Corruption of information 

- Accidental 

- Intentional 

�	 Adverse consequences if public or other users do not trust integrity and reliability of 

information 

�	 The organization’s need for availability of its information and IT systems 

�	 Adverse consequences of system or information unavailability 

�	 Public dependance on information 

�	 Internal or external user’s dependence on information 

Includes basic IT security concepts introduced in the following ABC’s: 

G - Goals 

N - Need to Know 

5.	 Risk Management 

Subjects to include: 

�	 Managing risk 

� Threats 

� Vulnerabilities
 

� Risk
 

Chapter 3. Security Basics and Literacy 35 
 

 

Information Technology Security Training Requirements 

�	 Relationships between threats, vulnerabilities, risks 

�	 Threats from “authorized system users” 

�	 Increased threats and vulnerabilities from connection to external systems and networks 

�	 “Hacker” threats 

�	 Malicious software programs and virus threats 

�	 Types of security controls (safeguards, countermeasures) 

�	 Management controls 

� Acquisition/development/installation/implementation controls 

�	 Operational controls 

�	 Security awareness and training controls 

�	 Technical controls 

�	 How different categories of controls work together 

�	 Examples of security controls for: 

� Confidentiality protection 

� Availability protection 

�	 Integrity protection 

�	 Added security controls for connecting external systems and networks 

�	 Protecting assets through IT security awareness and training programs 

�	 Contingency-disaster recovery planning 

�	 Importance of plan to deal with unexpected problems 

�	 Importance of testing plan and applying lessons learned 

�	 “Acceptable levels of risk” vs. “absolute protection from risk” 

�	 “Adequate” and “appropriate” controls 

�	 Unique protection requirements of IT systems and information 

�	 Severity, probability, and extent of potential harm 

�	 Cost effective/cost benefits 

�	 Reduction of risk vs. elimination of risk 

�	 Working together with other security disciplines 

�	 Importance of internal and external audits, reviews, and evaluations in security decisions 

Includes basic IT security concepts introduced in the following ABC’s: 

C - Countermeasures and Controls
 

R - Risk Management
 

S - Security Training
 

6.	 Management Controls 

Subjects to include: 

�	 System/application-specific policies and procedures 

�	 Standard operating procedures 

Chapter 3. Security Basics and Literacy 36 
 

 

Information Technology Security Training Requirements 

�	 Personnel security 

�	 Background investigations/security clearances 

�	 Roles and responsibilities 

�	 Separation of duties 

�	 Role-based access controls 

�	 System rules of behavior contribute to an effective security environment 

�	 Organization-specific user rules 

�	 System-specific user rules 

- Assignment and limitation of system privileges 

- Intellectual property/Copyright issues 

- Remote access and work at home issues 

- Official vs. unofficial system use 

- individual accountability 

- Sanctions or penalties for violations 

�	 Individual accountability contributes to system and information quality 

�	 Individual acceptance of responsibilities 

�	 Signed individual accountability agreements 

�	 IT security awareness and training 

�	 Determining IT security training requirements for individuals 

�	 Effect of IT security awareness and training programs on personal responsibility and 

positive behavioral changes 

�	 “Computer ethics” 

�	 System-specific user IT security training 

�	 User responsibilities for inappropriate actions of others 

Includes basic IT security concepts introduced in the following ABC’s: 

E- Ethics 

I - Individual Accountability/Responsibility 

J - Job Description/Job Function 

M - Model Framework 

P - Policies and Procedures 

S - Security Training 

Y - You 

7.	 Acquisition/Development/Installation/Implementation Controls 

Subjects to include: 

�	 System life cycle stages and functions 

�	 IT security requirements in system life cycle stages 

�	 Initiation stage 

�	 Development stage 

Chapter 3. Security Basics and Literacy 37 
 

 

 

Information Technology Security Training Requirements 

�	 Test and evaluation stage 

�	 Implementation stage 

�	 Operations stage 

�	 Termination stage 

�	 Formal system security plan for management of a system 

�	 Identification of system mission, purpose and assets 

�	 Definition of system protection needs 

�	 Identification of responsible people 

�	 Identification of system security controls in-place or planned and milestone dates for 

implementation of planned controls 

�	 Relationship of configuration and change management programs to IT security goals 

�	 Testing system security controls synergistically and certification 

�	 Senior manager approval (accredit) an IT system for operation 

Includes basic IT security concepts introduced in the following ABC’s: 

D - DAA and Other Officials
 

G - Goals
 

O - Ownership
 

8.	 Operational Controls 

Subjects to include: 

�	 Physical and environmental protection 

�	 Physical access controls 

�	 Intrusion detection 

�	 Fire/water/moisture/heat/electrical maintenance 

�	 Mobile and portable systems 

�	 Marking, handling, shipping, storing, cleaning, and clearing 

�	 Contingency planning 

�	 Importance of developing and testing contingency/disaster recovery plans 

�	 Importance of users providing accurate information about processing needs, allowable 

down time and applications that can wait 

�	 Responsibility for backup copies of data files and software programs 

�	 Simple user contingency planning steps 

Includes basic IT security concepts introduced in the following ABC’s: 

B - Backup
 

Z - Zoning/Compartmentalization
 

Chapter 3. Security Basics and Literacy 38 
 

 

Information Technology Security Training Requirements 

9.	 Technical Controls 

Subjects to include: 

� How technical (role-based access) controls support management (security rules) controls 

�	 User identification and passwords/tokens 

�	 User role-based access privileges 

�	 Public access controls 

�	 How system controls can allow positive association of actions to individuals 

�	 Audit trails 

�	 System monitoring 

�	 Recognizing attacks by hackers, authorized or unauthorized users 

�	 Effects of hacker attack on authorized users 

�	 Unauthorized use or actions by authorized users 

�	 Reporting incidents 

� User actions to prevent damage from malicious software or computer virus attacks 

�	 Organization specific procedures for reporting virus incidents 

�	 Technical support and help from security incident response teams 

�	 Software products to scan, detect and remove computer viruses 

�	 Role of cryptography in protecting information 

Includes basic IT security concepts introduced in the following ABC’s: 

F - Firewalls and Separation of Duties 

H - Hackers/Crackers 

I - Individual Accountability/Responsibility 

J - Job Description/Job Function 

K - Keys to Incident Prevention 

Q - Quality Assurance/Quality Control 

U - Unique Identifiers 

V - Vulnerabilities 

Z - Zoning/Compartmentalization 

Chapter 3. Security Basics and Literacy 39 
Information Technology Security Training Requirements 

Chapter 3. Security Basics and Literacy 40 
Information Technology Security Training Requirements 

CHAPTER 

4 

TRAINING DEVELOPMENT METHODOLOGY: 

ROLE-BASED TRAINING 

Chapter 4. Training Development Methodology 41 
Information Technology Security Training Requirements 

Chapter 4. Training Development Methodology 42
 
Information Technology Security Training Requirements 

CHAPTER 4. TRAINING DEVELOPMENT METHODOLOGY:
 

ROLE-BASED TRAINING
 

4.1 Introduction 

The Learning Continuum presented in Chapter 2 shows the relationship among Awareness, 

Security Basics and Literacy, Training, and Education. The Continuum demonstrates that 

Awareness and Security Basics and Literacy form the baseline which is required for all 

individuals involved with the management, development, maintenance, and/or use of IT systems. 

It also demonstrates that Training and Education are to be provided selectively, based on 

individual responsibilities and needs. Specifically, Training is to be provided to individuals 

based on their particular job functions. Education is intended for designated IT security 

specialists in addition to role-based training. This chapter establishes a model and requirements 

for the Roles and Responsibilities Relative to IT Systems layer of the Learning Continuum. 

Over time, individuals acquire different roles relative to the use of IT within an organization, or 

as they make a career move to a different organization. Sometimes they will be users of 

applications; in other instances they may be involved in developing a new system; and in some 

situations they may serve on a source selection board to evaluate vendor proposals for IT 

systems. An individual’s need for IT security training changes as their roles change. This is 

recognized within the Learning Continuum by segmenting the Training level shown above into 

six functional specialities which represent categories of generic organizational roles: Manage, 

Acquire, Design and Develop, Implement and Operate, Review and Evaluate, and Use. A 

seventh category, “Other,” is a place holder, to allow the matrix to be updated to accommodate 

any additional functional roles identified in the future. 

This chapter examines the six role categories relative to three fundamental training content 

categories: 

�	 Laws and Regulations—the types of knowledge, skills, and abilities (KSAs) relative to 

the laws and regulations pertaining to information and asset protection that govern the 

management and use of IT within the Federal Government. These include governmentwide requirements such as the Computer Security Act of 1987, policy promulgated by the 

Office of Management and Budget, standards and guidance disseminated by NIST, as 

well as policies and procedures specific to a Department or agency; 

�	 Security Program— KSAs relative to the establishment, implementation, and monitoring 

of an IT Security Program within an organization; and 

Chapter 4. Training Development Methodology 43 
Information Technology Security Training Requirements 

�	 System Life Cycle Security— KSAs relative to the nature of IT security needed 

throughout each phase of a given system’s life cycle. In this instance, a six-phased 

system life cycle model was used (Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination). 

Combining the six role categories and the three training areas (with a fourth area, “Other,” added 

as a place holder for future use) yields the following Information Technology Security Training 

Matrix, Exhibit 4-1, shown below. This matrix is, in effect, a “pull-down menu” of the Training 

level in the Learning Continuum. 

Exhibit 4-1 

IT Security Training Matrix 

This chapter presents the training requirements for each of the 46 cells, i.e., 1A through 3.6E. 

(Bricked cells - particularly 3.1D, 3.3A, 3.3B, 3.6B, and 3.6C - are place holders, or cells that 

may be used later.) This approach will enable course developers to create a block or module of 

instructional material relative to the requirements defined in a specific cell with confidence that it 

will complement and augment training material developed for the other cells. Further, 

individuals or supervisors will be able to select that training needed to satisfy an individual’s 

organizational role at a specific point in time, with assurance that such training will contribute to 

his or her career progression, or to other assigned duties. Finally, trainers will have the flexibility 

to combine modules (horizontally or vertically) into a comprehensive IT security course or to 

Chapter 4. Training Development Methodology 44 
 

 

Information Technology Security Training Requirements 

insert one or more of the security modules into a training course for one of the functional 

specialties, such as management, acquisitions, or auditing. 

Each cell of the IT Security Training Matrix is detailed in a one-page table, which has the format 

of the table shown in Exhibit 4-2. Explanation of the cell contents follows: 

Exhibit 4-2 

Cell Format 

Title 

Block {

 Front Back 

�	 Title Block — Labels the cell within the matrix and identifies the specific Training Area 

and Functional Specialty (Role) addressed. 

�	 Definition — Defines the training content area addressed. 

�	 Behavioral Outcome — Describes what an individual who has completed the specific 

training module is expected to be able to accomplish in terms of IT security-related job 

performance. 

�	 Knowledge Levels — Provides verbs that describe actions an individual should be 

capable of performing on the job after completion of the training associated with the cell. 

The verbs are identified for three training levels: Beginning, Intermediate, and Advanced. 

Chapter 4. Training Development Methodology 45 
 

 

Information Technology Security Training Requirements 

�	 Sample Learning Objectives — Links the verbs from the “Knowledge Levels” section to 

the “Behavioral Outcomes” by providing examples of the activities an individual should 

be capable of doing after successful completion of training associated with the cell. 

Again, the Learning Objectives recognize that training must be provided at Beginning, 

Intermediate, and Advanced levels. For some of the cells, there will not be three distinct 

levels (i.e., there may be only two levels or even one). In these instances, there is no clear 

distinction between performance objectives that allows separation into Beginning, 

Intermediate, and Advanced levels. (Note: Beginning, Intermediate, and Advanced refer 

to levels of IT security responsibility associated with the functional area, not to levels of 

the functional area as such. For example, an experienced (Advanced level) IT system 

developer could be taking entry-level (Beginning) training in the IT security 

responsibilities associated with the system development function.) 

The purpose of the Beginning Level is to focus the generic understanding of IT security, 

which the individual will have acquired from Security Basics and Literacy (per Chapter 

3), on their job requirements. 

�	 Sample Job Functions — Presents sample position titles or job functions of individuals 

who would be expected to obtain the training for a particular cell. Individuals designated 

as IT Security specialists need to be acquainted with the training content in all cells, 

whether or not they themselves need training in a specific programmatic role (e.g., 

responsibility for selecting a back-up site for a specific IT system). An aggregate of 26 

Sample Job Functions for all cells is presented as Exhibit 4-3, together with the number 

of cells in which each occurs. It is not intended to be an exhaustive list of all possible 

job functions. Appendix E, Job Function-Training Cross Reference, contains tables that 

show the recommended training modules (cells) for each of these 26 job functions. 

�	 IT Security Body of Knowledge Topics and Concepts — This block (on the back of the 

page for each cell), provides suggested topics and concepts which pertain to the 

particular cell or training module that will increase the knowledge, skills, and abilities of 

the student. The numbers on the back of the cell page refer to Exhibit 4-4, which presents 

twelve high-level topics and concepts intended to incorporate the overall body of 

knowledge required for training in IT security. Each of these topics and concepts is then 

broken down into more specific subjects that should be included in the training for that 

topic. By identifying the twelve topics and concepts at a high level, they become general 

and flexible categories under which more specific topics or subjects can be added or 

removed to keep up with evolving technology, laws, regulations, policies, or guidance. 

To customize the training in a cell, topics and detailed subjects may be presented at 

different depths to accomplish the desired learning objective level (i.e., Beginning, 

Intermediate, and Advanced). For example, if an individual has no acquisition 

responsibilities and therefore, no need for in-depth training in acquisition, that topic 

might be introduced, but not explained in depth. Thus, the student would become 

familiar with the associated IT security considerations, but would not learn how to write 

Chapter 4. Training Development Methodology 46 
 

Information Technology Security Training Requirements 

detailed IT security requirements for a statement of work. In addition, the content may be 

modified for specific organization or system reasons. The listed topics and concepts are 

not intended to be absolute, and creators of the actual training courses will be expected 

to review the suggested topics for each cell and revise them as appropriate. 

No. of Exhibit 4-3 

Cells Frequency of Sample Job Function Occurrence 

46 IT Security Officer/Manager* 

18 System Owner 

16 Information Resources Manager 

15 Program Manager 

11 Auditor, Internal 

10 Network Administrator 

10 System Administrator 

10 System Designer/Developer 

9 Auditor, External 

8 Contracting Officer’s Technical Representative (COTR) 

8 Programmer/Systems Analyst 

8 Systems Operations Personnel 

8 Information Resources Management Official, Senior 

7 Chief Information Officer 

7 Database Administrator 

7 Data Center Manager 

6 Certification Reviewer 

6 Contracting Officer 

6 User 

5 Designated Approving Authority (DAA) 

5 Technical Support Personnel 

3 Records Management Official 

3 Source Selection Board Member 

2 Freedom of Information Act Official 

2 Privacy Act Official 

2 Telecommunications Specialist 

* Includes Information System Security Officer (ISSO), Network Security Officer (NSO), AIS Computer Security 

Officer (ACSO), Computer Security Officer (CSO), and other similar titles agencies may designate. 

Chapter 4. Training Development Methodology 47 
Information Technology Security Training Requirements 

Exhibit 4-4 

IT Security Body of Knowledge Topics and Concepts 

This exhibit presents a comprehensive body of knowledge, topics, and concepts in the IT security 

field. It was developed by comparing, categorizing and combining the topics, concepts, and subjects 

from the following sources: OMB Circular A-130, Appendix III, “Security of Federal Automated 

Information Resources;” OMB Bulletin 90-08 (revised, currently in draft as “User Guide for 

Developing and Evaluating Security Plans for Unclassified Federal Automated Information 

Systems”); NIST SP 800-12, “An Introduction to Computer Security: The NIST Handbook;” NIST SP 

800-14, “Generally Accepted Principles and Practices for Securing Information Technology 

Systems;” and the unpublished Body of Knowledge material developed over a 2-year period (1993­

1995) by a group of more than 150 IT security professionals from industry and a wide spectrum of 

Federal Government agencies. 

1. LAWS AND REGULATIONS 

Federal government-wide and organization-specific laws, regulations, policies, guidelines, 

standards, and procedures mandating requirements for the management and protection of 

information technology resources. 

Federal Laws and Regulations 

Federal Standards and Guidelines 

Legal and Liability Issues 

Organization Policy, Guidelines, Standards and Procedures Development 

Organization Program 

Issue-specific 

System-specific 

2. IT SECURITY PROGRAM 

A program established, implemented, and maintained to assure that adequate IT security is provided 

for all organizational information collected, processed, transmitted, stored, or disseminated in its 

general support systems and major applications. 

Organization-wide IT Security Program 

System-level IT Security Program 

Elements of IT Security Program 

Roles, Responsibilities, and Accountability 

Senior Management 

Organization-wide IT Security Managers 

Program and Functional Managers 

System/Application Owners 

Information Owner/Custodian 

IT System Security Managers 

Contractors 

Related Security Program Managers 

Users 

Chapter 4. Training Development Methodology 48 
Information Technology Security Training Requirements 

Exhibit 4-4 (Continued) 

IT Security Body of Knowledge Topics and Concepts 

3. SYSTEM ENVIRONMENT 

The unique technical and operating characteristics of an IT system and its associated environment, including 

the hardware, software, firmware, communications capability, and physical location. 

IT Architecture 

Hardware Types 

Operating Software 

Application Software 

Communication Requirements 

Facilities Planning 

Processing Workflow 

Utility Software 

Associated Threats 

Associated Vulnerabilities 

4. SYSTEM INTERCONNECTION 

The requirements for communication or interconnection by an IT system with one or more other IT systems or 

networks, to share processing capability or pass data and information in support of multi-organizational or public 

programs. 

Communications Types 

Network Architecture 

Electronic Mail 

Electronic Commerce 

Electronic Funds Transfer 

Electronic Data Interchange 

Digital Signatures 

Electronic Signatures 

Access Controls (e.g., firewalls, proxy servers, dedicated circuits) 

Monitoring 

Cryptography 

5. INFORMATION SHARING 

The requirements for information sharing by an IT system with one or more other IT systems or applications, for 

information sharing to support multiple internal or external organizations, missions, or public programs. 

Communications Types 

Network Architecture 

Electronic Mail 

Electronic Commerce 

Electronic Funds Transfer 

Electronic Data Interchange 

Digital Signatures 

Electronic Signatures 

Access Controls (e.g., Firewalls, Proxy servers, Dedicated circuits) 

Monitoring 

Cryptography 

Data Ownership 

Protection and Labeling of Data Storage Media 

Chapter 4. Training Development Methodology 49 
Information Technology Security Training Requirements 

Exhibit 4-4 (Continued) 

IT Security Body of Knowledge Topics and Concepts 

6. SENSITIVITY 

An IT environment consists of the system, data, and applications which must be examined 

individually and in total. All IT systems and applications require some level of protection 

(to ensure confidentiality, integrity, and availability) which is determined by an evaluation 

of the sensitivity and criticality of the information processed, the relation of the system to 

the organization missions and the economic value of the system components. 

Confidentiality 

Integrity 

Availability 

Criticality 

Aggregation 

7. RISK MANAGEMENT 

The on-going process of assessing the risk to IT resources and information, as part of a riskbased approach used to determine adequate security for a system, by analyzing the threats 

and vulnerabilities and selecting appropriate cost-effective controls to achieve and maintain 

an acceptable level of risk. 

Risk Assessment 

Risk Analysis 

Risk Mitigation 

Uncertainty Analysis 

Threats 

Vulnerabilities 

Risks 

Probability Estimation 

Rate of Occurrence 

Asset Valuation 

Adequate and Appropriate Protection of Assets 

Cost Effectiveness 

Cost-Benefit Analysis 

Application Security Reviews/Audits 

System Security Reviews/Audits 

Verification Reviews 

Internal Control Reviews 

EDP Audits 

Chapter 4. Training Development Methodology 50 
Information Technology Security Training Requirements 

Exhibit 4-4 (Continued) 

IT Security Body of Knowledge Topics and Concepts 

8. MANAGEMENT CONTROLS 

Management controls are actions taken to manage the development, maintenance, and use of the system, 

including system-specific policies, procedures, and rules of behavior, individual roles and responsibilities, 

individual accountability and personnel security decisions. 

System/Application Responsibilities 

Program and Functional Managers 

Owners 

Custodians 

Contractors 

Related Security Program Managers 

IT System Security Manager 

Users 

System/Application-Specific Policies and Procedures 

Standard Operating Procedures 

Personnel Security 

Background Investigations 

Position Sensitivity 

Separation of Duties/Compartmentalization 

System Rules of Behavior 

Assignment and Limitation of System Privileges 

Connection to Other Systems and Networks 

Intellectual Property/Copyright Issues 

Remote Access/Work at Home Issues 

Official vs. Unofficial System Use 

Individual Accountability 

Sanctions or Penalties for Violations 

9. ACQUISITION/DEVELOPMENT/’INSTALLATION/IMPLEMENTATION CONTROLS 

The process of assuring that adequate controls are considered, evaluated, selected, designed and built into the 

system during its early planning and development stages and that an on-going process is established to ensure 

continued operation at an acceptable level of risk during the installation, implementation and operation stages. 

Life Cycle Planning 

Security Activities in Life Cycle Stages 

Security Plan Development and Maintenance 

Security Specifications 

Configuration Management 

Change Control Procedures 

Design Review and Testing 

Authority to Operate 

Certification/Recertification 

Accreditation/Re-accreditation 

Acquisition Specifications 

Contracts, Agreements and Other Obligations 

Acceptance Testing 

Prototyping 

Chapter 4. Training Development Methodology 51 
Information Technology Security Training Requirements 

Exhibit 4-4 (Continued) 

IT Security Body of Knowledge Topics and Concepts 

10. OPERATIONAL CONTROLS 

The day-to-day procedures and mechanisms used to protect operational systems and applications. Operational 

controls affect the system and application environment. 

Physical and Environmental Protection 

Physical Security Program 

Environmental Controls 

Natural Threats 

Facility Management 

Fire Prevention and Protection 

Electrical/Power 

Housekeeping 

Physical Access Controls 

Intrusion Detection/Alarms 

Maintenance 

Water/Plumbing 

Mobile and Portable, Systems 

Production, Input/Output Controls 

Document Labeling, Handling, Shipping and Storing 

Media Labeling, Handling, Shipping and Storing 

Disposal of Sensitive Material 

Magnetic Remnance - Cleaning and Clearing 

Contingency Planning 

Backups 

Contingency/Disaster Recovery Plan Development 

Contingency/Disaster Recovery Plan Testing 

Contracting for Contingency Services 

Contracting for Disaster Recovery Services 

Insurance/Government Self-Insurance 

Audit and Variance Detection 

System Logs and Records 

Deviations from Standard Activity 

Hardware and System Software Maintenance Controls 

Application Software Maintenance Controls 

Documentation 

11. AWARENESS, TRAINING, AND EDUCATION CONTROLS 

(1) Awareness programs set the stage for training by changing organizational attitudes to realize the 

importance of security and the adverse consequences of its failure. (2) The purpose of training is to teach 

people the skills that will enable them to perform their jobs more effectively. (3) Education is targeted for IT 

security professionals and focuses on developing the ability and vision to perform complex, multi-disciplinary 

activities. 

Chapter 4. Training Development Methodology 52 
Information Technology Security Training Requirements 

Exhibit 4-4 (Continued)
 

IT Security Body of Knowledge Topics and Concepts
 

12. TECHNICAL CONTROLS 

Technical controls consist of hardware and software controls used to provide automated 

protection to the IT system or applications. Technical controls operate within the technical 

system and applications. 

User Identification and Authentication
 

Passwords
 

Tokens
 

Biometrics
 

Single Log-in
 

Authorization/Access Controls
 

Logical Access Controls
 

Role-Based Access
 

System/Application Privileges
 

Integrity/Validation Controls
 

Compliance with Security Specifications and Requirements
 

Malicious Program/Virus Protection, Detection and Removal
 

Authentication Messages
 

Reconciliation Routines
 

Audit Trail Mechanisms
 

Transaction Monitoring
 

Reconstruction of Transactions
 

Confidentiality Controls
 

Cryptography
 

Incident Response
 

Fraud, Waste or Abuse
 

Hackers and Unauthorized User Activities
 

Incident Reporting
 

Incident Investigation
 

Prosecution
 

Public Access Controls
 

Access Controls
 

Need-to-know
 

Privileges
 

Control Objectives
 

Protection Requirements
 

Chapter 4. Training Development Methodology 53 
Information Technology Security Training Requirements 

Chapter 4. Training Development Methodology 54
 
Information Technology Security Training Requirements 

SECTION 

4.2 

IT SECURITY TRAINING 

MATRIX CELLS 

(See Appendix B for a full-page illustration of the IT Security Training Matrix) 

Chapter 4. Training Development Methodology 55 
Information Technology Security Training Requirements 

Chapter 4. Training Development Methodology 56
 
Information Technology Security Training Requirements 

SECTION 

4.2.1 

TRAINING AREA: 

LAWS AND REGULATIONS 

Chapter 4. Training Development Methodology 57 
Information Technology Security Training Requirements 

Chapter 4. Training Development Methodology 58
 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1A 

Training Area: Laws & Regulations 

Functional Specialty: Manage 

Definition — Federal government-wide and organization-specific published documents 

(laws, regulations, policies, guidelines, standards, and codes of conduct) 

governing mandated requirements and standards for the management and 

protection of information technology resources. 

Behavioral Outcome — Managers are able to understand applicable governing documents 

and their interrelationships and interpret and apply them to the 

manager’s area of responsibility. 

Knowledge Levels — 

1. Beginning — Research, Know, Identify 

2. Intermediate — Analyze, Understand, Apply 

3. Advanced — Interpret, Approve, Decide, Issue 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Know where to find Federal government-wide and organization-specific 

published documents, such as laws, regulations, policies, guidelines, and standards (e.g., 

the Computer Security Act of 1987) and how to apply them. 

2. Intermediate — Develop policies that reflect the legislative intent of applicable laws and 

regulations (e.g., policies addressing software copyright law infringement). 

3. Advanced — Analyze, approve, and issue policies (e.g., authorizes policies as part of an 

IRM manual). 

Sample Job Functions — 

� Chief Information Officer (CIO) 

� Information Resources Management (IRM) Official, Senior 

� Information Resources Manager 

� IT Security Officer/Manager 

Chapter 4. Training Development Methodology 59 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1A 

Training Area: Laws & Regulations 

Functional Specialty: Manage 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 — LAWS AND REGULATIONS 

� 2 — IT SECURITY PROGRAM 

� 7 — RISK MANAGEMENT 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 60 
 

 

 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1B 

Training Area: Laws & Regulations 

Functional Specialty: Acquire 

Definition — Federal government-wide and organization-specific published documents 

(laws, regulations, policies, guidelines, standards, and codes of conduct) 

governing mandated requirements and standards for the management and 

protection of information technology resources. 

Behavioral Outcome — Individuals involved in the acquisition of information technology 

resources have a sufficient understanding of IT security 

requirements and issues to protect the government’s interest in such 

acquisitions. 

Knowledge Levels — 

1. Beginning —Identify, Know, Research 

2. Intermediate — Analyze, Interpret, Develop, Decide 

3. Advanced — Evaluate, Approve, Issue 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Identify security requirements to be included in statements of work and other 

appropriate procurement documents (e.g., procurement requests, purchase orders, task 

orders, and proposal evaluation summaries) as required by the Federal regulations. 

2. Intermediate — Develop security requirements specific to an information technology 

acquisition for inclusion in procurement documents (e.g., ensures that required controls are 

adequate and appropriate) as required by the Federal regulations. 

3. Advanced — Evaluate proposals to determine if proposed security solutions effectively 

address agency requirements as detailed in solicitation documents and are in compliance 

with Federal regulations. 

Sample Job Functions — 

� Contracting Officer 

� Contracting Officer’s Technical Representative (COTR) 

� Information Resources Management (IRM) Official, Senior 

� IT Security Officer/Manager 

� Source Selection Board Member 

Chapter 4. Training Development Methodology 61 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1B 

Training Area: Laws & Regulations 

Functional Specialty: Acquire 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 — LAWS AND REGULATIONS 

� 3 — SYSTEM ENVIRONMENT 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 7 — RISK MANAGEMENT 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 62 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1C 

Training Area: Laws & Regulations 

Functional Specialty: Design & Develop 

Definition — Federal government-wide and organization-specific published documents 

(laws, regulations, policies, guidelines, standards, and codes of conduct) 

governing mandated requirements and standards for the management and 

protection of information technology resources. 

Behavioral Outcome — Individuals responsible for the design and development of 

automated information systems are able to translate IT laws and 

regulations into technical specifications which provide adequate and 

appropriate levels of protection. 

Knowledge Levels — 

1. Beginning — Identify, Know, Apply 

2. Intermediate — Research, Interpret, Develop 

3. Advanced — Evaluate, Approve, Select 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning —Identify laws and regulations relevant to the specific system being designed 

(e.g., a financial management system would be subject to the requirements of the 

Accounting and Auditing Act, whereas a personnel system would be subject to the 

requirements of the Privacy Act). 

2. Intermediate — Interpret applicable laws and regulations to develop security functional 

requirements (e.g., requiring encryption for Privacy Act data stored on a shared file server). 

3. Advanced — Evaluate conflicting functional requirements (e.g., the level of audit trail that 

can be incorporated without adversely affecting system performance) and select for 

implementation those requirements that will provide the highest level of security at the 

minimum cost consistent with applicable laws and regulations. 

Sample Job Functions — 

� Auditor, Internal � Program Manager 

� Information Resources Manager � Programmer/Systems Analyst 

� IT Security Officer/Manager � System Designer/Developer 

Chapter 4. Training Development Methodology 63 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1C 

Training Area: Laws & Regulations 

Functional Specialty: Design & Develop 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 — LAWS AND REGULATIONS 

� 2 — IT SECURITY PROGRAM 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 64 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1D 

Training Area: Laws & Regulations 

Functional Specialty: Implement & Operate 

Definition — Federal government-wide and organization-specific published documents 

(laws, regulations, policies, guidelines, standards, and codes of conduct) 

governing mandated requirements and standards for the management and 

protection of information technology resources. 

Behavioral Outcome — Individuals responsible for the technical implementation and daily 

operations of an automated information system are able to 

understand IT security laws and regulations in sufficient detail to 

ensure that appropriate safeguards are in place and enforced. 

Knowledge Levels — 

1. Beginning — Know, Identify, Apply 

2. Intermediate — Investigate, Interpret, Decide, Analyze 

3. Advanced — Evaluate, Decide, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Recognize a potential security violation and take appropriate action to report 

the incident as required by Federal regulation and mitigate any adverse impact (e.g., block 

access to a communications port which has been subject to multiple invalid log-on 

attempts during non-duty hours). 

2. Intermediate — Investigate a potential security violation to determine if the organization’s 

policy has been breached and assess the impact of the breach (e.g., review audit trails to 

determine if inappropriate access has occurred). 

3. Advanced — Determine whether a security breach is indicative of a violation of law that 

requires specific legal action (e.g., unauthorized access and alteration of data) and forward 

evidence to the Federal Bureau of Investigation for investigation. 

Sample Job Functions — 

� IT Security Officer/Manager � Systems Operations Personnel 

� Programmer/Systems Analyst � Technical Support Personnel 

� System Administrator � Network Administrator 

Chapter 4. Training Development Methodology 65 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1D 

Training Area: Laws & Regulations 

Functional Specialty: Implement & Operate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 — LAWS AND REGULATIONS 

� 7 — RISK MANAGEMENT 

� 8 — MANAGEMENT CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 66 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1E 

Training Area: Laws & Regulations 

Functional Specialty: Review & Evaluate 

Definition — Federal government-wide and organization-specific published documents 

(laws, regulations, policies, guidelines, standards, and codes of conduct) 

governing mandated requirements and standards for the management and 

protection of information technology resources. 

Behavioral Outcome — Individuals responsible for the review/evaluation of an automated 

information system are able to use IT security laws and regulations 

in developing a comparative baseline and determining the level of 

system compliance. 

Knowledge Levels — 

1. Beginning — Identify, Know, Apply 

2. Intermediate — Develop, Interpret, Understand 

3. Advanced — Evaluate, Decide, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Identify laws and regulations applicable to a specific information system or 

application (e.g., a payroll application is subject to OMB Circulars A-123, A-127, and 

 A-130, while a project management system may only be subject to OMB Circular A-130).

 2. Intermediate — Use laws, regulations, and agency guidance to develop a comparative IT 

security requirements baseline appropriate to evaluate the existing security environment. 

3. Advanced — Evaluate in-place controls and countermeasures against the comparative 

baseline to determine if the controls provide a security environment equal to or better than 

the baseline environment. 

Sample Job Functions — 

� Auditor, External 

� Auditor, Internal 

� Certification Reviewer 

� Information Resources Manager 

� IT Security Officer/Manager 

Chapter 4. Training Development Methodology 67 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1E 

Training Area: Laws & Regulations 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 —	 LAWS AND REGULATIONS 

� 3 —	 SYSTEM ENVIRONMENT 

� 4 —	 SYSTEM INTERCONNECTION 

� 5 —	 INFORMATION SHARING 

� 6 —	 SENSITIVITY 

� 7 —	 RISK MANAGEMENT 

� 8 —	 MANAGEMENT CONTROLS 

�	 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 —	 OPERATIONAL CONTROLS 

� 11 —	 AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 —	 TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 68 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1F 

Training Area: Laws & Regulations 

Functional Specialty: Use 

Definition — Federal government-wide and organization-specific published documents 

(laws, regulations, policies, guidelines, standards, and codes of conduct) 

governing mandated requirements and standards for the management and 

protection of information technology resources. 

Behavioral Outcome — Users understand individual accountability and applicable governing 

documents (e.g., Computer Security Act, Computer Fraud and 

Abuse Act, Copyright Act, Privacy Act). 

Knowledge Levels — 

1. Beginning — Know, Apply 

2. Intermediate/Advanced — Review, Assess, Decide 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Understand that violating applicable laws and regulations (e.g., making 

unauthorized copies of copyrighted software) can result in assessment of monetary 

penalties against individuals and the organization. 

2. Intermediate/Advanced — Review personal practices to ensure compliance with applicable 

laws and regulations (e.g., review installed software on the computer for which he or she is 

responsible to ensure that each software product has an appropriate license). 

Sample Job Functions — 

� Information Resources Manager 

� IT Security Officer/Manager 

� System Owner 

� User 

Chapter 4. Training Development Methodology 69 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 1F 

Training Area: Laws & Regulations 

Functional Specialty: Use 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 — LAWS AND REGULATIONS 

� 8 — MANAGEMENT CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 70 
Information Technology Security Training Requirements 

SECTION 

4.2.2 

TRAINING AREA: 

SECURITY PROGRAM 

Chapter 4. Training Development Methodology 71 
Information Technology Security Training Requirements 

Chapter 4. Training Development Methodology 72
 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1A 

Training Area: Security Program — Planning 

Functional Specialty: Manage 

Definition — The design and establishment of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific scope 

and content, including: policy, guidelines, needs identification, roles, 

responsibilities, and resource allocation. 

Behavioral Outcome — Individuals involved in the management of IT security programs are 

able to understand principles and processes of program planning and 

can organize resources to develop a security program that meets 

organizational needs. 

Knowledge Levels — 

1. Beginning — Participate, Know, Apply 

2. Intermediate — Interpret, Develop, Decide 

3. Advanced — Evaluate, Approve, Direct 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in the development or modification of the organization’s IT 

security program plans and requirements. 

2. Intermediate — Develop and/or modify IT security program policy, guidelines, and 

procedures and recommend associated resource allocations. 

3. Advanced — Identify IT security program implications of new technologies or technology 

upgrades. Review and approve various IT security plans for appropriateness and 

effectiveness. Set priorities for allocation of resources. 

Sample Job Functions — 

� Information Resources Manager 

� IT Security Officer/Manager 

� Program Manager 

� System Owner 

Chapter 4. Training Development Methodology 73 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1A 

Training Area: Security Program — Planning 

Functional Specialty: Manage 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 —	 LAWS AND REGULATIONS 

� 2 —	 IT SECURITY PROGRAM 

� 3 —	 SYSTEM ENVIRONMENT 

� 4 —	 SYSTEM INTERCONNECTION 

� 5 —	 INFORMATION SHARING 

� 6 —	 SENSITIVITY 

� 7 —	 RISK MANAGEMENT 

� 8 —	 MANAGEMENT CONTROLS 

�	 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 —	 OPERATIONAL CONTROLS 

� 11 —	 AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 —	 TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 74 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1B 

Training Area: Security Program — Planning 

Functional Specialty: Acquire 

Definition — The design and establishment of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific scope 

and content, including: policy, guidelines, needs identification, roles, 

responsibilities, and resource allocation. 

Behavioral Outcome — Individuals involved in planning the IT security program can 

identify the resources required for successful implementation. 

Individuals recognize the need to include IT security requirements in 

IT acquisitions and to incorporate appropriate acquisition policy and 

oversight in the IT security program. 

Knowledge Levels — 

1. Beginning/Intermediate — Develop, Interpret, Decide, Apply 

2. Advanced — Evaluate, Interpret, Approve, Issue 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate — Develop security requirements for hardware, software, and 

services acquisitions specific to the IT security program (e.g., purchase of virus-scanning 

software or security reviews) and for inclusion in general IT acquisition guidance. 

2. Advanced — Interpret and/or approve security requirements relative to the capabilities of 

new information technologies, revise IT acquisition guidance as appropriate, and issue 

changes. 

Sample Job Functions — 

� Contracting Officer’s Technical Representative (COTR) 

� Information Resources Manager 

� IT Security Officer/Manager 

� Source Selection Board Member 

� Telecommunications Specialist 

Chapter 4. Training Development Methodology 75 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1B 

Training Area: Security Program — Planning 

Functional Specialty: Acquire 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 — IT SECURITY PROGRAM 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 76 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1C 

Training Area: Security Program — Planning 

Functional Specialty: Design & Develop 

Definition — The design and establishment of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific scope 

and content, including: policy, guidelines, needs identification, roles, 

responsibilities, and resource allocation. 

Behavioral Outcome — Individuals responsible for the design and development of an IT 

security program are able to create a security program plan specific 

to a business process or organizational entity. 

Knowledge Levels — 

1. Beginning — Locate, Understand, Apply 

2. Intermediate/Advanced — Design, Develop, Decide 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Understand the various components of an effective IT security program and 

relate them to the organization’s business process requirements. 

2. Intermediate/Advanced — Design, develop, or modify IT security program requirements. 

Sample Job Functions — 

� Chief Information Officer (CIO) 

� Information Resources Manager 

� IT Security Officer/Manager 

Chapter 4. Training Development Methodology 77 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1C 

Training Area: Security Program — Planning 

Functional Specialty: Design & Develop 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 —	 IT SECURITY PROGRAM 

� 3 —	 SYSTEM ENVIRONMENT 

� 4 —	 SYSTEM INTERCONNECTION 

� 5 —	 INFORMATION SHARING 

� 6 —	 SENSITIVITY 

� 7 —	 RISK MANAGEMENT 

� 8 —	 MANAGEMENT CONTROLS 

�	 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 —	 OPERATIONAL CONTROLS 

� 11 —	 AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 —	 TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 78 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1D 

Training Area: Security Program — Planning 

Functional Specialty: Implement & Operate 

Definition — The design and establishment of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific scope 

and content, including: policy, guidelines, needs identification, roles, 

responsibilities, and resource allocation. 

Behavioral Outcome — Individuals responsible for implementing and operating an IT 

security program are able to develop plans for security controls, 

countermeasures, and processes as required to execute the existing 

program. 

Knowledge Levels — 

1. Beginning — Understand, Participate, Develop, Apply 

2. Intermediate/Advanced — Approve, Allocate, Interpret, Direct 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in the development of plans for implementing IT security 

program elements (e.g., develop procedures for screening new employees). 

2. Intermediate/Advanced — Develop implementation strategies and resource estimates 

required to achieve IT security goals. Allocate resources among competing tasks to achieve 

the maximum level of security at optimum cost. 

Sample Job Functions — 

� Auditor, Internal 

� Chief Information Officer (CIO) 

� Information Resources Manager 

� IT Security Officer/Manager 

Chapter 4. Training Development Methodology 79 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1D 

Training Area: Security Program — Planning 

Functional Specialty: Implement & Operate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 — IT SECURITY PROGRAM 

� 7 — RISK MANAGEMENT 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 11 — AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 80 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1E 

Training Area: Security Program — Planning 

Functional Specialty: Review & Evaluate 

Definition — The design and establishment of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific scope 

and content, including: policy, guidelines, needs identification, roles, 

responsibilities, and resource allocation. 

Behavioral Outcome — Individuals responsible for the review/evaluation of an IT security 

program are able to review the program to determine its continuing 

capability to cost-effectively address identified requirements. 

Knowledge Levels — 

1. Beginning/Intermediate — Review, Know, Interpret 

2. Advanced — Evaluate, Approve, Recommend 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate — Review the plans for implementing IT security program 

elements to ensure that they effectively address program objectives. 

2. Advanced — Provide recommendations for correcting identified deficiencies. Evaluate 

action plans for correcting identified deficiencies and provide recommendations for 

strengthening the IT security program plans. 

Sample Job Functions — 

� Auditor, External 

� Auditor, Internal 

� CIO 

� Information Resources Management (IRM) Official, Senior 

� IT Security Officer/Manager 

Chapter 4. Training Development Methodology 81 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.1E 

Training Area: Security Program — Planning 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 —	 LAWS AND REGULATIONS 

� 2 —	 IT SECURITY PROGRAM 

� 3 —	 SYSTEM ENVIRONMENT 

� 4 —	 SYSTEM INTERCONNECTION 

� 5 —	 INFORMATION SHARING 

� 6 —	 SENSITIVITY 

� 7 —	 RISK MANAGEMENT 

� 8 —	 MANAGEMENT CONTROLS 

�	 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 —	 OPERATIONAL CONTROLS 

� 11 —	 AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 —	 TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 82 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2A 

Training Area: Security Program — Management 

Functional Specialty: Manage 

Definition — The implementation and use of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific policies, 

guidelines, requirements, roles, responsibilities, and resource allocation. 

Behavioral Outcome — Individuals involved in IT security program management 

understand and are able to implement a security program that 

meets their organization’s needs. 

Knowledge Levels — 

1. Beginning — Recognize, Know, Apply 

2. Intermediate — Evaluate, Know, Review 

3. Advanced — Determine, Interpret, Direct 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Monitor organizational activities to ensure compliance with the existing IT 

security program (e.g., ensure that all IT systems have been identified and security plans 

prepared). 

2. Intermediate — Review organizational IT security plans to ensure that they appropriately 

address the security requirements of each system. 

3. Advanced — Interpret patterns of non-compliance to determine their impact on levels of 

risk and/or overall effectiveness of the IT security program and, on that basis, modify or 

augment the program as appropriate. 

Sample Job Functions — 

� Chief Information Officer (CIO) 

� Information Resources Manager 

� IT Security Officer/Manager 

� Program Manager 

Chapter 4. Training Development Methodology 83 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2A 

Training Area: Security Program — Management 

Functional Specialty: Manage 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 —	 LAWS AND REGULATIONS 

� 2 —	 IT SECURITY PROGRAM 

� 3 —	 SYSTEM ENVIRONMENT 

� 4 —	 SYSTEM INTERCONNECTION 

� 5 —	 INFORMATION SHARING 

� 6 —	 SENSITIVITY 

� 7 —	 RISK MANAGEMENT 

� 8 —	 MANAGEMENT CONTROLS 

�	 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 —	 OPERATIONAL CONTROLS 

� 11 —	 AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 —	 TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 84 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2B 

Training Area: Security Program — Management 

Functional Specialty: Acquire 

Definition — The implementation and use of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific policies, 

guidelines, requirements, roles, responsibilities, and resource allocation. 

Behavioral Outcome — Individuals involved in managing the IT security program have a 

sufficient understanding of IT security and the acquisition process to 

incorporate IT security program requirements into acquisition work 

steps. 

Knowledge Levels — 

1. Beginning — Identify, Know, Apply 

2. Intermediate — Define, Develop, Write 

3. Advanced — Evaluate, Determine, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Identify areas within the acquisition process where IT security work steps are 

required. 

2. Intermediate — Develop security work steps for inclusion in the acquisition process, e.g., 

requiring an IT Security Officer review of statements of work. 

3. Advanced — Evaluate procurement activities to ensure that IT security work steps are 

being effectively performed. 

Sample Job Functions — 

� Contracting Officer 

� Contracting Officer’s Technical Representative (COTR) 

� Information Resources Manager 

� IT Security Officer/Manager 

� Source Selection Board Member 

Chapter 4. Training Development Methodology 85 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2B 

Training Area: Security Program — Management 

Functional Specialty: Acquire 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 — LAWS AND REGULATIONS 

� 2 — IT SECURITY PROGRAM 

� 3 — SYSTEM ENVIRONMENT 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 86 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2C 

Training Area: Security Program — Management 

Functional Specialty: Design & Develop 

Definition — The implementation and use of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific policies, 

guidelines, requirements, roles, responsibilities, and resource allocation. 

Behavioral Outcome — Individuals responsible for the design and development of an IT 

security program have sufficient understanding of the appropriate 

program elements and requirements to be able to translate them into 

detailed policies and procedures which provide adequate and 

appropriate protection for the organization’s IT resources in relation 

to acceptable levels of risk. 

Knowledge Levels — 

1. Beginning — Know, Research, Understand 

2. Intermediate — Interpret, Decide, Establish, Apply 

3. Advanced — Analyze, Interpret, Approve, Direct 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Understand categories of risk and participate in the design and development 

of operational IT security program procedures. 

2. Intermediate — Establish acceptable levels of risk and translate the IT security program 

elements into operational procedures for providing adequate and appropriate protection of 

the organization’s IT resources. 

3. Advanced — Design, develop, and direct the activities necessary to marshal the 

organizational structures, processes, and people for an effective IT security program 

implementation. 

Sample Job Functions — 

� Chief Information Officer (CIO) 

� Information Resources Management (IRM) Official, Senior 

� IT Security Officer/Manager 

Chapter 4. Training Development Methodology 87 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2C 

Training Area: Security Program — Management 

Functional Specialty: Design & Develop 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 — IT SECURITY PROGRAM 

� 7 — RISK MANAGEMENT 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 88 
 

 

 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2D 

Training Area: Security Program — Management 

Functional Specialty: Implement & Operate 

Definition — The implementation and use of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific policies, 

guidelines, requirements, roles, responsibilities, and resource allocation. 

Behavioral Outcome — Individuals who are responsible for the implementation and daily 

operations of an IT security program have a sufficient understanding 

of the appropriate program elements and requirements to be able to 

apply them in a manner which provides adequate and appropriate 

levels of protection for the organization’s IT resources. 

Knowledge Levels — 

1. Beginning — Identify, Understand, Apply 

2. Intermediate — Interpret, Analyze, Decide 

3. Advanced — Investigate, Approve, Direct 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Apply organization-specific IT security program elements to the 

implementation of the program and identify areas of weakness. 

2. Intermediate — Analyze patterns of non-compliance and take appropriate administrative or 

programmatic actions to minimize security risks. 

3. Advanced — Direct the implementation of appropriate operational structures and 

processes to ensure an effective IT security program. 

Sample Job Functions — 

� Information Resources Management (IRM) Official, Senior � Program Manager 

� Information Resources Manager � System Administrator 

� IT Security Officer/Manager � System Owner 

� Network Administrator 

Chapter 4. Training Development Methodology 89 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2D 

Training Area: Security Program — Management 

Functional Specialty: Implement & Operate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 —	 LAWS AND REGULATIONS 

� 2 —	 IT SECURITY PROGRAM 

� 3 —	 SYSTEM ENVIRONMENT 

� 4 —	 SYSTEM INTERCONNECTION 

� 5 —	 INFORMATION SHARING 

� 6 —	 SENSITIVITY 

� 7 —	 RISK MANAGEMENT 

� 8 —	 MANAGEMENT CONTROLS 

�	 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 —	 OPERATIONAL CONTROLS 

� 11 —	 AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 —	 TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 90 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2E 

Training Area: Security Program —Management 

Functional Specialty: Review & Evaluate 

Definition — The implementation and use of organizational structures and processes for 

IT security program goal-setting, prioritizing, and related decision-making 

activities; these encompass such elements as organization-specific policies, 

guidelines, requirements, roles, responsibilities, and resource allocation. 

Behavioral Outcome — Individuals responsible for the review/evaluation of an IT security 

program have an adequate understanding of IT security laws, 

regulations, standards, guidelines, and the organizational 

environment to determine if the program adequately addresses all 

threats and areas of potential vulnerability. 

Knowledge Levels — 

1. Beginning — Understand, Evaluate, Apply 

2. Intermediate — Research, Compile, Interpret, Decide, Write 

3. Advanced — Direct, Validate, Oversee 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in the review of an organization’s IT security program and 

evaluate the extent to the program is being managed effectively.

 2. Intermediate — Develop compliance findings and recommendations. 

3. Advanced — Direct the review of the management of an organization’s IT security 

program, validate findings and recommendations, and establish follow-up monitoring for 

corrective actions. 

Sample Job Functions — 

� Auditor, External 

� Auditor, Internal 

� Information Resources Management (IRM) Official, Senior 

� IT Security Officer/Manager 

Chapter 4. Training Development Methodology 91 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 2.2E 

Training Area: Security Program — Management 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 —	 LAWS AND REGULATIONS 

� 2 —	 IT SECURITY PROGRAM 

� 3 —	 SYSTEM ENVIRONMENT 

� 4 —	 SYSTEM INTERCONNECTION 

� 5 —	 INFORMATION SHARING 

� 6 —	 SENSITIVITY 

� 7 —	 RISK MANAGEMENT 

� 8 —	 MANAGEMENT CONTROLS 

�	 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 —	 OPERATIONAL CONTROLS 

� 11 —	 AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 —	 TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 92 
Information Technology Security Training Requirements 

SECTION 

4.2.3 

TRAINING AREA: 

SYSTEM LIFE CYCLE SECURITY 

Chapter 4. Training Development Methodology 93 
Information Technology Security Training Requirements 

Chapter 4. Training Development Methodology 94
 
 

 

 

 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1A 

Training Area: System Life Cycle Security — Initiation 

Functional Specialty: Manage 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The initiation phase is the series of steps followed to ensure that security 

requirements are considered and resolved as new information systems and 

technologies are planned. 

Behavioral Outcome — Individuals with management responsibilities are able to identify 

steps in the system development life cycle where security 

requirements and concerns (e.g., confidentiality, integrity, and 

availability) need to be considered and to define the processes to be 

used to resolve those concerns. 

Knowledge Levels — 

1. Beginning — Understand, Know, Recognize 

2. Intermediate — Identify, Assess, Decide 

3. Advanced — Analyze, Approve, Direct 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Understand the need to plan security into new information systems from the 

beginning and the benefits to be derived from doing so. 

2. Intermediate — Identify alternative functional IT security strategies to address system 

security concerns. 

3. Advanced — Analyze identified IT security strategies and select those that are the best 

approach/practice. 

Sample Job Functions — 

� Information Resources Manager 

� IT Security Officer/Manager 

� Program Manager 

� System Designer/Developer 

� System Owner 

Chapter 4. Training Development Methodology 95 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1A 

Training Area: System Life Cycle Security — Initiation 

Functional Specialty: Manage 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 — IT SECURITY PROGRAM 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 96 
 

 

 

 

 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1B 

Training Area: System Life Cycle Security — Initiation 

Functional Specialty: Acquire 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The initiation phase is the series of steps followed to ensure that security 

requirements are considered and resolved as new information systems and 

technologies are planned. 

Behavioral Outcome — Individuals with acquisition responsibilities are able to analyze and 

develop acquisition documents and/or provide guidance which 

ensures that functional IT security requirements are incorporated. 

Knowledge Levels — 

1. Beginning — Identify, Locate, Understand 

2. Intermediate — Develop, Research, Write 

3. Advanced — Analyze, Evaluate, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Identify general and system-specific IT security specifications which pertain 

to a particular system acquisition being planned. 

2. Intermediate — Develop security-related portions of acquisition documents. 

3. Advanced — Ensure that security-related portions of the system acquisition documents 

meet all identified security needs. 

Sample Job Functions — 

� Contracting Officer 

� Contracting Officer’s Technical Representative (COTR) 

� IT Security Officer/Manager 

� System Designer/Developer 

� System Owner 

Chapter 4. Training Development Methodology 97 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1B 

Training Area: System Life Cycle Security — Initiation 

Functional Specialty: Acquire 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 — IT SECURITY PROGRAM 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 98 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1C 

Training Area: System Life Cycle Security — Initiation 

Functional Specialty: Design & Develop 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The initiation phase is the series of steps followed to ensure that security 

requirements are considered and resolved as new information systems and 

technologies are planned. 

Behavioral Outcome — Individuals responsible for the design and development of IT 

systems are able to translate IT security requirements into systemlevel security specifications. 

Knowledge Levels — 

1. Beginning — Identify, Define, Participate 

2. Intermediate — Understand, Interpret, Translate 

3. Advanced — Analyze, Determine, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Identify areas where specific IT security countermeasures are required and 

participate in the development of security strategies. 

2. Intermediate — Translate IT security strategies into initial security specifications for the 

planned system. 

3. Advanced — Approve IT security specifications for inclusion in the formal system 

baseline. 

Sample Job Functions — 

� IT Security Officer/Manager 

� Program Manager 

� System Designer/Developer 

� System Owner 

Chapter 4. Training Development Methodology 99 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1C 

Training Area: System Life Cycle Security — Initiation 

Functional Specialty: Design & Develop 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 — IT SECURITY PROGRAM 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 100 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1E 

Training Area: System Life Cycle Security — Initiation 

Functional Specialty: Review & Evaluate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The initiation phase is the series of steps followed to ensure that security 

requirements are considered and resolved as new information systems and 

technologies are planned. 

Behavioral Outcome — Individuals are able to evaluate planning documents associated with 

a particular system to ensure that appropriate IT security 

requirements have been considered and incorporated. 

Knowledge Levels — 

1. Beginning — Understand, Participate, Assess 

2. Intermediate — Conduct, Research, Interpret 

3. Advanced — Verify, Analyze, Recommend 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in the evaluation of functional IT security requirements for a 

system. 

2. Intermediate — Conduct the review and evaluation of functional IT security requirements 

for a system. 

3. Advanced — Verify that the security requirements for a system are appropriately 

incorporated into the system design. 

Sample Job Functions — 

� Auditor, External 

� Auditor, Internal 

� Information Resources Manager 

� IT Security Officer/Manager 

� System Owner 

Chapter 4. Training Development Methodology 101 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1E
 

Training Area: Laws & Regulations 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 —	 IT SECURITY PROGRAM 

� 3 —	 SYSTEM ENVIRONMENT 

� 4 —	 SYSTEM INTERCONNECTION 

� 5 —	 INFORMATION SHARING 

� 6 —	 SENSITIVITY 

� 7 —	 RISK MANAGEMENT 

� 8 —	 MANAGEMENT CONTROLS 

�	 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 —	 OPERATIONAL CONTROLS 

� 11 —	 AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 —	 TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 102 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1F 

Training Area: System Life Cycle Security — Initiation 

Functional Specialty: Use 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The initiation phase is the series of steps followed to ensure that security 

requirements are considered and resolved as new information systems and 

technologies are planned. 

Behavioral Outcome — Potential users are able to participate in needs analyses and 

understand the various points of view involved in setting the balance 

between IT security controls and system efficiency. 

Knowledge Levels — 

1. Beginning — Understand, Identify 

2. Intermediate/Advanced — Know, Analyze, Participate, Suggest 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in the identification of system confidentiality, integrity, and 

availability requirements in relation to user needs and risk management. 

2. Intermediate/Advanced — Participate in the analysis and selection of security alternatives. 

Sample Job Functions — 

� IT Security Officer/Manager 

� System Owner 

� User 

Chapter 4. Training Development Methodology 103 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.1F 

Training Area: Laws & Regulations 

Functional Specialty: Use 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 — IT SECURITY PROGRAM 

� 6 — SENSITIVITY 

� 7 — RISK MANAGEMENT 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 104 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2A 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Manage 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The development phase is the series of steps followed to ensure that 

security requirements are considered, resolved, and incorporated as 

information systems and technologies are developed or changed. 

Behavioral Outcome — Individuals with management responsibilities are able to ensure that 

the formal developmental baseline includes approved security 

requirements and that security-related features are installed, clearly 

identified, and documented. 

Knowledge Levels — 

1. Beginning — Understand, Know, Apply 

2. Intermediate — Identify, Review, Decide 

3. Advanced — Evaluate, Analyze, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Understand the relationship between planned security safeguards and the 

features being installed on the system under development. Provide input on security 

concerns during system development efforts. 

2. Intermediate — Review the selected security safeguards to determine if security concerns 

identified in the approved plan have been fully addressed. 

3. Advanced — Evaluate and approve development efforts to ensure that baseline security 

safeguards are appropriately installed for the system being developed or modified. 

Sample Job Functions — 

� Information Resources Manager 

� IT Security Officer/Manager 

� System Designer/Developer 

� System Owner 

Chapter 4. Training Development Methodology 105 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2A 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Manage 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 7 — RISK MANAGEMENT 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 106 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2B 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Acquire 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The development phase is the series of steps followed to ensure that 

security requirements are considered, resolved, and incorporated as 

information systems and technologies are developed or changed. 

Behavioral Outcome — Individuals with acquisition responsibilities are able to monitor 

procurement actions to ensure that IT security requirements are 

satisfied. 

Knowledge Levels — 

1. Beginning — Identify, Know, Apply 

2. Intermediate/Advanced — Evaluate, Analyze, Interpret 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Ensure that IT security requirements are appropriately identified in 

acquisition documents. 

2. Intermediate/Advanced — Evaluate the presence and adequacy of security measures 

proposed or provided in response to requirements contained in acquisition documents. 

Sample Job Functions — 

� Contracting Officer 

� Contracting Officer’s Technical Representative (COTR) 

� IT Security Officer/Manager 

� Source Selection Board Member 

� System Owner 

Chapter 4. Training Development Methodology 107 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2B 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Acquire 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 108 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2C 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Design & Develop 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The development phase is the series of steps followed to ensure that 

security requirements are considered, resolved, and incorporated as 

information systems and technologies are developed or changed. 

Behavioral Outcome — Individuals responsible for system design, development or 

modification are able to use baseline IT security requirements to 

select and install appropriate safeguards. 

Knowledge Levels — 

1. Beginning — Know, Construct, Apply 

2. Intermediate — Identify, Recommend, Interpret 

3. Advanced — Determine, Select, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in the construction of the IT system in accordance with the formal 

design specifications: developing manual procedures, using off-the-shelf hardware/ 

software components, writing program code, customizing hardware components, and/or 

using other IT capabilities. 

2. Intermediate — Identify and recommend alternative safeguards that will satisfy baseline 

security specifications. 

3. Advanced — Review recommendations and select appropriate safeguards for 

implementation. 

Sample Job Functions — 

� Freedom of Information Act Official � Programmer/Systems Analyst 

� IT Security Officer/Manager � Records Management Official 

� System Designer/Developer � Privacy Act Official 

Chapter 4. Training Development Methodology 109 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2C 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Design & Develop 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 2 — IT SECURITY PROGRAM 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 7 — RISK MANAGEMENT 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 110 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2D 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Implement & Operate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The development phase is the series of steps followed to ensure that 

security requirements are considered, resolved, and incorporated as 

information systems and technologies are developed or changed. 

Behavioral Outcome — Individuals responsible for system implementation or operation are 

able to assemble, integrate, and install systems so that the 

functionality and effectiveness of safeguards can be tested and 

evaluated. 

Knowledge Levels — 

1. Beginning — Install, Operate, Understand 

2. Intermediate — Analyze, Approve, Recommend 

3. Advanced — Direct, Require, Ensure 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Install and operate the IT systems in a test configuration in a manner that 

does not alter the program code or compromise security safeguards. 

2. Intermediate — Analyze system performance for potential security problems (e.g., failure 

to update access control tables, corrupted data). 

3. Advanced — Provide direction to system developers regarding correction of security 

problems identified during testing. 

Sample Job Functions — 

� Data Center Manager � System Administrator 

� Database Administrator � System Designer/Developer 

� IT Security Officer/Manager � System Operations Personnel 

� Network Administrator � Technical Support Personnel 

Chapter 4. Training Development Methodology 111 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2D 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Implement & Operate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 112 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2E 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Review & Evaluate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The development phase is the series of steps followed to ensure that 

security requirements are considered, resolved, and incorporated as 

information systems and technologies are developed or changed. 

Behavioral Outcome — Individuals responsible for review and evaluation are able to 

examine development efforts at specified milestones to ensure that 

approved safeguards are in place and documented. 

Knowledge Levels — 

1. Beginning — Know, Review, Evaluate 

2. Intermediate/Advanced — Analyze, Recommend, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Review IT system development documents for inclusion of appropriate 

safeguards. 

2. Intermediate — Review and evaluate IT system development documents to ensure that 

system safeguards, as a whole, result in an acceptable level of risk.

 3. Advanced — Evaluate configuration controls, review development of security test plans 

and procedures, and ensure that security requirements are documented and comply with the 

formal design specification. 

Sample Job Functions — 

� Auditor, External � IT Security Officer/Manager 

� Auditor, Internal � Program Manager 

� Certification Reviewer � System Owner 

� Designated Approving Authority (DAA) 

Chapter 4. Training Development Methodology 113 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2E 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 7 — RISK MANAGEMENT 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 114 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2F 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Use 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The development phase is the series of steps followed to ensure that 

security requirements are considered, resolved, and incorporated as 

information systems and technologies are developed or changed. 

Behavioral Outcome — Potential users are able to provide input to system development 

efforts to ensure that IT security safeguards are as transparent to the 

user as feasible and are balanced with ease of use. 

Knowledge Levels — 

1. Beginning/Intermediate/Advanced — Understand, Know, Apply 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate/Advanced — Appreciate the balance between operational 

efficiency, integrity, and availability for the system under development. 

Sample Job Functions — 

� IT Security Officer/Manager 

� User 

Chapter 4. Training Development Methodology 115 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.2F 

Training Area: System Life Cycle Security — Development 

Functional Specialty: Use 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 6 — SENSITIVITY 

� 8 — MANAGEMENT CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 116 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.3C 

Training Area: System Life Cycle Security — Test & Evaluate 

Functional Specialty: Design & Develop 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The test and evaluation phase is the series of steps followed to ensure that 

the design and construction of a new or modified information system or 

technology has successfully incorporated appropriate security safeguards. 

Behavioral Outcome — Individuals are able to design tests to evaluate the adequacy of 

security safeguards in IT systems. 

Knowledge Levels — 

1. Beginning — Know, Design, Write 

2. Intermediate — Analyze, Design, Develop 

3. Advanced — Interpret, Evaluate, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Design and develop tests for security safeguard performance under normal 

operating circumstances and workload levels. 

2. Intermediate — Design and develop tests for security safeguard performance under 

abnormal, unusual, improbable, and/or illegal circumstances. 

3. Advanced — Ensure that all security-related elements (e.g., system components, 

documentation) will be effectively tested. 

Sample Job Functions — 

� IT Security Officer/Manager 

� Programmer/Systems Analyst 

� System Designer/Developer 

Chapter 4. Training Development Methodology 117 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.3C 

Training Area: System Life Cycle Security — Test & Evaluate 

Functional Specialty: Design & Develop 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 118 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.3D 

Training Area: System Life Cycle Security — Test & Evaluate 

Functional Specialty: Implement & Operate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The test and evaluation phase is the series of steps followed to ensure that 

the design and construction of a new or modified information system or 

technology has successfully incorporated appropriate security safeguards. 

Behavioral Outcome — Individuals responsible for system implementation or operation are 

able to conduct tests of the effectiveness of security safeguards in 

the integrated system. 

Knowledge Levels — 

1. Beginning — Conduct, Apply, Recognize, Document 

2. Intermediate — Assess, Understand, Interpret 

3. Advanced — Evaluate, Decide, Recommend 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Conduct tests of security safeguards in accordance with the established test 

plan and procedures. 

2. Intermediate — Assess the performance of security controls (to include hardware, 

software, firmware, and telecommunications as appropriate) to ensure that the residual risk 

is within an acceptable range. 

3. Advanced — Evaluate functional operation and performance in light of test results and 

make recommendations regarding certification and accreditation. 

Sample Job Functions — 

� Certification Reviewer � Network Administrator 

� Database Administrator � Programmer/Systems Analyst 

� Designated Approving Authority � System Administrator 

� IT Security Officer/Manager � System Operations Personnel 

Chapter 4. Training Development Methodology 119 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.3D 

Training Area: System Life Cycle Security — Test & Evaluate 

Functional Specialty: Implement & Operate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 7 — RISK MANAGEMENT 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 120 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.3E 

Training Area: System Life Cycle Security — Test & Evaluate 

Functional Specialty: Review & Evaluate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The test and evaluation phase is the series of steps followed to ensure that 

the design and construction of a new or modified information system or 

technology has successfully incorporated appropriate security safeguards. 

Behavioral Outcome — Individuals are able to evaluate the appropriateness of test 

methodologies, and conduct independent tests and evaluations to 

ensure that adequate and appropriate safeguards are in place, 

effective, and documented; and to prepare certification/accreditation 

documentation. 

Knowledge Levels — 

1. Beginning — Know, Perform, Apply 

2. Intermediate/Advanced — Evaluate, Interpret, Decide 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in or perform independent tests and document results. 

2. Intermediate/Advanced — Evaluate configuration controls, review security test plans and 

procedures, ensure that documented security requirements are tested and comply with 

formal design specifications, and prepare certification/accreditation documentation. 

Sample Job Functions — 

� Auditor, External 

� Auditor, Internal 

� Certification Reviewer 

� Designated Approving Authority (DAA) 

� Information Resources Management (IRM) Official, Senior 

� IT Security Officer/Manager 

� System Owner 

Chapter 4. Training Development Methodology 121 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.3E 

Training Area: System Life Cycle Security — Test & Evaluate 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 122 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.3F 

Training Area: System Life Cycle Security — Test & Evaluate 

Functional Specialty: Use 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The test and evaluation phase is the series of steps followed to ensure that 

the design and construction of a new or modified information system or 

technology has successfully incorporated appropriate security safeguards. 

Behavioral Outcome — Users are able to participate in acceptance tests and evaluate the 

impact of security safeguards on the operational environment. 

Knowledge Levels — 

1. Beginning/Intermediate/Advanced — Develop, Evaluate, Decide 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate/Advanced — Develop test scenarios for use in acceptance testing 

of security countermeasures in a normal work environment. Participate in the evaluation 

of test results to determine the impact of security safeguards on user operations. 

Sample Job Functions — 

� IT Security Officer/Manager 

� System Owner 

� User 

Chapter 4. Training Development Methodology 123 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.3F 

Training Area: System Life Cycle Security — Test & Evaluate 

Functional Specialty: Use 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 8 — MANAGEMENT CONTROLS 

� 10 — OPERATIONAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 124 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4A 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Manage 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The implementation phase is the installation of the system into the 

operational environment in a manner that does not compromise the integrity 

and effectiveness of the successfully tested security safeguards. 

Behavioral Outcome — Individuals with management responsibilities are able to oversee the 

implementation and deployment of an IT system in a manner that 

does not compromise in-place and tested security safeguards. 

Knowledge Levels — 

1. Beginning/Intermediate/Advanced — Understand, Ensure, Decide 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate/Advanced — Decide whether to continue system deployment if 

unanticipated circumstances are encountered that compromise security safeguards. Ensure 

that final implementation in the production environment does not compromise security 

safeguards. 

Sample Job Functions — 

� Information Resources Management (IRM) Official, Senior 

� Information Resources Manager 

� IT Security Officer/Manager 

� Program Manager 

� System Owner 

Chapter 4. Training Development Methodology 125 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4A 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Manage 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 126 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4B 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Acquire 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The implementation phase is the installation of the system into the 

operational environment in a manner that does not compromise the integrity 

and effectiveness of the successfully tested security safeguards. 

Behavioral Outcome — Individuals with acquisition responsibilities are able to ensure that 

the system, as implemented, meets all contractual requirements 

related to the security and privacy of IT resources. 

Knowledge Levels — 

1. Beginning/Intermediate — Know, Review, Decide 

2. Advanced — Determine, Interpret, Authorize 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate — Monitor contract performance and review deliverables for 

conformance with contract requirements related to IT security and privacy. 

2. Advanced — Take action as needed to ensure that accepted products meet contract 

requirements. 

Sample Job Functions — 

� Contracting Officer 

� Contracting Officer’s Technical Representative (COTR) 

� IT Security Officer/Manager 

� Program Manager 

� System Owner 

Chapter 4. Training Development Methodology 127 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4B 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Acquire 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 128 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4C 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Design & Develop 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The implementation phase is the installation of the system into the 

operational environment in a manner that does not compromise the integrity 

and effectiveness of the successfully tested security safeguards. 

Behavioral Outcome — Individuals responsible for system design and/or modification are 

able to participate in the development of procedures which ensure 

that safeguards are not compromised as they are incorporated into 

the production environment. 

Knowledge Levels — 

1. Beginning — Know, Understand, Identify 

2. Intermediate — Interpret, Assess, Apply 

3. Advanced — Determine, Recommend, Select 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Identify IT security impacts associated with system implementation 

procedures. 

2. Intermediate — Participate in the design, development, and modification of safeguards to 

correct vulnerabilities identified during system implementation. 

3. Advanced — Lead the design, development, and modification of safeguards to correct 

vulnerabilities identified during system implementation. 

Sample Job Functions — 

� Database Administrator � Programmer/Systems Analyst 

� IT Security Officer/Manager � System Administrator 

� Network Administrator � System Designer/Developer 

� Program Manager � Systems Operations Personnel 

Chapter 4. Training Development Methodology 129 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4C 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Design & Develop 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 130 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4D 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Implement & Operate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The implementation phase is the installation of the system into the 

operational environment in a manner that does not compromise the integrity 

and effectiveness of the successfully tested security safeguards. 

Behavioral Outcome — Individuals responsible for system implementation or operation 

ensure that approved safeguards are in place and effective as the 

system moves into production. 

Knowledge Levels — 

1. Beginning — Know, Apply, Recognize 

2. Intermediate — Identify, Interpret, Decide 

3. Advanced — Analyze, Determine, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in the implementation of safeguards for an IT system in 

accordance with the established implementation plan. 

2. Intermediate — Identify vulnerabilities resulting from a departure from the implementation 

plan or that were not apparent during testing. Determine necessary actions to return the 

implementation process to the established plan or to forward identified vulnerabilities for 

resolution. 

3. Advanced — Examine unresolved system vulnerabilities and determine what corrective 

action or additional safeguards are necessary to mitigate them. 

Sample Job Functions — 

� Database Administrator � System Administrator 

� IT Security Officer/Manager � Systems Operations Personnel 

� Network Administrator � Technical Support Personnel 

Chapter 4. Training Development Methodology 131 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4D 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Implement & Operate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 132 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4E 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Review & Evaluate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The implementation phase is the installation of the system into the 

operational environment in a manner that does not compromise the integrity 

and effectiveness of the successfully tested security safeguards. 

Behavioral Outcome — Individuals responsible for review and evaluation are able to analyze 

system and test documentation to determine whether the system 

provides adequate and appropriate IT security to support 

certification and accreditation. 

Knowledge Levels — 

1. Beginning/Intermediate — Understand, Review, Evaluate 

2. Advanced — Analyze, Decide, Recommend 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate — Review and evaluate the effectiveness of safeguards, the 

maintainability of IT security features, the adequacy of system documentation, and the 

efficiency of system security administration. 

2. Advanced — Recommend IT system certification/accreditation and/or measures required 

to achieve/maintain approval to operate. 

Sample Job Functions — 

� Auditor, External 

� Auditor, Internal 

� Certification Reviewer 

� Chief Information Officer 

� Designated Approving Authority (DAA) 

� IT Security Officer/Manager 

� Program Manager 

� System Owner 

Chapter 4. Training Development Methodology 133 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4E 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 6 — SENSITIVITY 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 134 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4F 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Use 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The implementation phase is the installation of the system into the 

operational environment in a manner that does not compromise the integrity 

and effectiveness of the successfully tested security safeguards. 

Behavioral Outcome — Users are able to identify and report security and efficiency concerns 

encountered during normal operations. 

Knowledge Levels — 

1. Beginning/Intermediate/Advanced — Know, Apply, Identify 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate/Advanced — Follow procedures for using the IT system in a 

secure manner; identify and report potential security events and efficiency concerns. 

Sample Job Functions — 

� IT Security Officer/Manager 

� User 

Chapter 4. Training Development Methodology 135 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.4F 

Training Area: System Life Cycle Security — Implementation 

Functional Specialty: Use 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 6 — SENSITIVITY 

� 8 — MANAGEMENT CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 136 
 

 

 

 

 

 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5A 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Manage 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The operations phase includes the ongoing day-to-day use (production) and 

maintenance or enhancement of the system without compromising the 

integrity and effectiveness of the installed safeguards. 

Behavioral Outcome — Individuals with management responsibilities are able to monitor 

operations to ensure that safeguards are effective and have the 

intended effect of balancing efficiency with minimized risk. 

Knowledge Levels — 

1. Beginning — Know, Understand, Decide 

2. Intermediate — Direct, Provide, Identify 

3. Advanced — Monitor, Evaluate, Select 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Understand the in-place IT security procedures and safeguards and the 

assignment of responsibilities to ensure that operations personnel are complying with 

them. 

2. Intermediate — Provide leadership and direction to operations personnel by ensuring that 

IT security awareness, basics and literacy, and training are provided to operations 

personnel commensurate with their responsibilities. 

3. Advanced — Monitor and evaluate the effectiveness of IT security procedures and 

safeguards to ensure they provide the intended level of protection. Take action as 

necessary should the level of protection fall below the established minimum. 

Sample Job Functions — 

� Data Center Manager � Program Manager 

� IT Security Officer/Manager � System Administrator 

� Network Administrator � System Owner 

Chapter 4. Training Development Methodology 137 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5A 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Manage 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 11 — AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 138 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5B 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Acquire 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The operations phase includes the ongoing day-to-day use (production) and 

maintenance or enhancement of the system without compromising the 

integrity and effectiveness of the installed safeguards. 

Behavioral Outcome — Individuals with acquisition responsibilities are able to understand 

the IT security concerns associated with system operations and to 

identify and use the appropriate contract vehicle to meet current 

needs in a timely manner. 

Knowledge Levels — 

1. Beginning/Intermediate — Know, Review, Decide 

2. Advanced — Determine, Interpret, Authorize 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate — Monitor contract performance and review deliverables for 

conformance with contract requirements related to IT security and privacy. 

2. Advanced — Take action as needed to ensure that accepted products/services meet 

contract requirements. 

Sample Job Functions — 

� Contracting Officer 

� Contracting Officer’s Technical Representative (COTR) 

� IT Security Officer/Manager 

� Program Manager 

� System Owner 

Chapter 4. Training Development Methodology 139 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5B 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Acquire 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 140 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5C 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Design & Develop 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The operations phase includes the ongoing day-to-day use (production) and 

maintenance or enhancement of the system without compromising the 

integrity and effectiveness of the installed safeguards. 

Behavioral Outcome — Individuals responsible for system development are able to make 

procedural and operational changes necessary to maintain the 

acceptable level of risk. 

Knowledge Levels — 

1. Beginning/Intermediate — Develop, Know, Understand 

2. Advanced — Select, Analyze, Decide 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate — Design/develop new or modified IT security procedures or 

safeguards to accommodate changes in operations. 

2. Advanced — Modify/select IT security procedures/safeguards that enhance the existing 

level of security and integrity. 

Sample Job Functions — 

� IT Security Officer/Manager 

� Network Administrator 

� Programmer/Systems Analyst 

� System Administrator 

� System Designer/Developer 

� Systems Operations Personnel 

Chapter 4. Training Development Methodology 141 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5C 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Design & Develop 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 3 — SYSTEM ENVIRONMENT 

� 4 — SYSTEM INTERCONNECTION 

� 5 — INFORMATION SHARING 

� 7 — RISK MANAGEMENT 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 142 
 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5D 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Implement & Operate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The operations phase includes the ongoing day-to-day use (production) and 

maintenance or enhancement of the system without compromising the 

integrity and effectiveness of the installed safeguards. 

Behavioral Outcome — Individuals responsible for system implementation or operation are 

able to maintain appropriate safeguards continuously within 

acceptable levels of risk. 

Knowledge Levels — 

1. Beginning — Know, Participate, Monitor 

2. Intermediate — Evaluate, Identify, Execute 

3. Advanced — Analyze, Interpret, Recommend 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in maintaining safeguards in accordance with standard operating 

procedures. Monitor system activity to identify potential IT security events. 

2. Intermediate — Evaluate potential It security events, identify actual security incidents, and 

take appropriate corrective and recovery actions. 

3. Advanced — Analyze IT security incidents or patterns of incidents to determine if 

remedial actions are needed to correct vulnerabilities and maintain the acceptable level of 

risk. 

Sample Job Functions — 

� Database Administrator � System Operations Personnel 

� IT Security Officer/Manager � Technical Support Personnel 

� Network Administrator � Telecommunications Specialist 

� System Administrator 

Chapter 4. Training Development Methodology 143 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5D 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Implement & Operate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 7 — RISK MANAGEMENT 

� 8 — MANAGEMENT CONTROLS 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 11 — AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 144 
 

 

 

 

 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5E 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Review & Evaluate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The operations phase includes the ongoing day-to-day use (production) and 

maintenance or enhancement of the system without compromising the 

integrity and effectiveness of the installed safeguards. 

Behavioral Outcome — Individuals responsible for review and evaluation are able to 

examine the operational system to determine the adequacy and 

effectiveness of safeguards and to ensure that a consistent and 

appropriate level of security (i.e., one with an acceptable level of 

risk) is maintained. 

Knowledge Levels — 

1. Beginning — Understand, Participate, Identify 

2. Intermediate — Analyze, Determine, Apply 

3. Advanced — Decide, Recommend, Interpret 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Participate in the evaluation of an operational system to determine the 

adequacy and effectiveness of security safeguards and environment, leading to continued 

approval to operate (recertification and re-accreditation). 

2. Intermediate — Determine the adequacy of security environments and the capability of 

security strategies, architectures, and safeguards to maintain the integrity of those security 

environments. Prepare recommendations for system approval decisions. 

3. Advanced — Recommend IT system recertification/re-accreditation and/or corrective 

actions required to achieve/maintain certification/accreditation. 

Sample Job Functions — 

� Auditor, External � Designated Approving Authority (DAA) 

� Auditor, Internal � IT Security Officer/Manager 

� Certification Reviewer 

Chapter 4. Training Development Methodology 145 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5E 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 7 — RISK MANAGEMENT 

� 9 — ACQUISITION/DEVELOPMENT/INSTALLATION/ 

IMPLEMENTATION CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 11 — AWARENESS, TRAINING, AND EDUCATION CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 146 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5F 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Use 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The operations phase includes the ongoing day-to-day use (production) and 

maintenance or enhancement of the system without compromising the 

integrity and effectiveness of the installed safeguards. 

Behavioral Outcome — Users are able to understand the objectives of and comply with the 

“rules of behavior” for the system. 

Knowledge Levels — 

1. Beginning/Intermediate/Advanced — Know, Identify, Apply 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate/Advanced — Follow procedures for using the IT system in a 

secure manner; identify and report potential security events. 

Sample Job Functions — 

� IT Security Officer/Manager 

� User 

Chapter 4. Training Development Methodology 147 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.5F 

Training Area: System Life Cycle Security — Operations 

Functional Specialty: Use 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 8 — MANAGEMENT CONTROLS 

� 10 — OPERATIONAL CONTROLS 

� 12 — TECHNICAL CONTROLS 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 148 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.6A 

Training Area: System Life Cycle Security — Termination 

Functional Specialty: Manage 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The termination phase comprises the series of steps taken to retire a system 

when it is no longer needed and to securely and properly archive or dispose 

of its assets. 

Behavioral Outcome — Individuals with management responsibilities are able to understand 

the special IT security considerations and measures required during 

the shutdown of a system, and effectively plan and direct these 

activities. 

Knowledge Levels — 

1. Beginning — Understand, Apply, Monitor 

2. Intermediate/Advanced — Validate, Decide, Direct, Approve 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Understand and ensure compliance with the IT security considerations and 

procedures required for termination of the system. 

2. Intermediate/Advanced — Ensure that appropriate and adequate plans and procedures are 

established, validate the termination plan, and accept the residual level of risk. 

Sample Job Functions — 

� Database Administrator 

� Data Center Manager 

� IT Security Officer/Manager 

� Program Manager 

� System Owner 

Chapter 4. Training Development Methodology 149 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.6A 

Training Area: System Life Cycle Security —Termination 

Functional Specialty: Manage 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 — LAWS AND REGULATIONS 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 7 — RISK MANAGEMENT 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 150 
 

 

 

 

 

 

 

 

Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.6D 

Training Area: System Life Cycle Security — Termination 

Functional Specialty: Implement & Operate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The termination phase comprises the series of steps taken to retire a system 

when it is no longer needed and to securely and properly archive or dispose 

of its assets. 

Behavioral Outcome — Individuals responsible for IT system operation are able to develop 

and implement the system termination plan, including security 

requirements for archiving/disposing of resources. 

Knowledge Levels — 

1. Beginning — Understand, Comply, Report 

2. Intermediate — Apply, Decide, Conduct 

3. Advanced — Analyze, Determine, Develop 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning — Comply with termination procedures and report any potential IT security 

incidents or actual breaches to proper authorities. 

2. Intermediate — Ensure that hardware, software, data, and facility resources are archived, 

sanitized, or disposed of in a manner consistent with the system termination plan. 

3. Advanced — Develop the system termination plan to ensure that IT security breaches are 

avoided during shutdown and long-term protection of archived resources is achieved. 

Sample Job Functions — 

� Contracting Officer’s Technical Representative � Program Manager 

� Data Center Manager � Programmer/Systems Analyst 

� Database Administrator � Records Management Official 

� FOIA Official � System Administrator 

� IT Security Officer/Manager � Systems Operations Personnel 

� Network Administrator � Technical Support Personnel 

� Privacy Act Official 

Chapter 4. Training Development Methodology 151 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.6D 

Training Area: System Life Cycle Security —Termination 

Functional Specialty: Implement & Operate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 7 — RISK MANAGEMENT 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 152 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.6E 

Training Area: System Life Cycle Security — Termination 

Functional Specialty: Review & Evaluate 

Definition — The system life cycle is a model for building and operating an IT system 

from its initial inception to its termination and disposal of assets. The 

model includes six phases: Initiation, Development, Test and Evaluation, 

Implementation, Operations, and Termination. Life cycle security is the 

ensemble of processes and procedures which ensures data confidentiality, as 

needed, as well as data and system integrity, and availability. 

The termination phase comprises the series of steps taken to retire a system 

when it is no longer needed and to securely and properly archive or dispose 

of its assets. 

Behavioral Outcome — Individuals responsible for review and evaluation are able to verify 

the appropriateness of the termination plan and processes used to 

terminate the IT system securely. 

Knowledge Levels — 

1. Beginning/Intermediate/Advanced — Evaluate, Determine, Verify 

Sample Learning Objectives — 

At the conclusion of this module, individuals will be able to: 

1. Beginning/Intermediate/Advanced — Evaluate the termination plan and procedures to 

ensure that IT security and archival concerns have been appropriately addressed. 

Sample Job Functions — 

� Auditor, External 

� Auditor, Internal 

� Information Resources Manager 

� IT Security Officer/Manager 

� Records Management Official 

Chapter 4. Training Development Methodology 153 
Information Technology Security Training Requirements 

INFORMATION TECHNOLOGY SECURITY TRAINING MATRIX — Cell 3.6E 

Training Area: System Life Cycle Security —Termination 

Functional Specialty: Review & Evaluate 

IT SECURITY BODY OF KNOWLEDGE TOPICS AND CONCEPTS 

� 1 — LAWS AND REGULATIONS 

� 5 — INFORMATION SHARING 

� 6 — SENSITIVITY 

� 7 — RISK MANAGEMENT 

For the content of the numbered topics and concepts above, refer to Exhibit 4-4. 

Chapter 4. Training Development Methodology 154 
Information Technology Security Training Requirements 

CHAPTER 

5 

EVALUATING TRAINING 

EFFECTIVENESS 

Chapter 5. Evaluating Training Effectiveness 155 
Information Technology Security Training Requirements 

Chapter 5. Evaluating Training Effectiveness 156
 
 

____________________ 

Information Technology Security Training Requirements 

CHAPTER 5. EVALUATING TRAINING EFFECTIVENESS
 

Evaluate: “To determine or fix the value of; to examine carefully”3 

5.1 Value of Evaluation in a Training Program 

Evaluating training effectiveness is a vital step to ensure that the training delivered is meaningful. 

Training is “meaningful” only when it meets the needs of both the student (employee) and the 

organization. If training content is incorrect, outdated, or inappropriate for the audience, the 

training will not meet student or organizational needs. If the delivery vehicle (e.g., classroom or 

computer-based training) is inappropriate, either in relation to the simplicity/complexity of the 

content or to the type of audience—or if there is an inadequate mix of vehicles in an agency’s 

overall training program—the training will not meet needs. Spending time and resources on 

training that does not achieve desired effects can reinforce, rather than dispel, the perception of 

security as an obstacle to productivity. Further, it can require the expenditure of far more 

resources in data or system recovery after a security incident occurs than would have been spent 

in prevention activities. 

All meaningless training is expensive, even where the direct cost outlay, or cost-per-student, may 

be low. Because agencies cannot afford to waste limited resources on ineffective training, 

evaluation of training effectiveness should become an integral component of an agency’s IT 

security training program. A robust training evaluation effort may be the second most effective 

vehicle for garnering management support for IT security—the first being the occurrence of a 

serious security incident. 

In broader context, attention to IT security training evaluation is in line with a changing focus in 

the overall field of information technology regarding how results of systems efforts are measured. 

The focus is beginning to change from being solely a machine view, i.e., measuring the 

functionality of the technology (e.g., speed, gigabytes), to encompass a people view, i.e., the 

functionality of the people who use the technology. Thus, in organizations where it is recognized 

that system utility is affected—or even determined—by users, it becomes apparent that to 

achieve its full utility, a percentage of the system budget must be devoted to people needs such as 

training.4 

3 From WEBSTER’s II New Riverside University Dictionary, Riverside Publishing Company, 1988. 

4 A paraphrase of Ruth’s Rule from “User-Centered Evaluation of Information Technology: A NonAccountant’s View of a Significant Opportunity” by Stephen R. Ruth, Ph.D., Government Accountants’ 

Journal, Summer 1996, Vol. 45, No. 2, pp.12-19. 

Chapter 5. Evaluating Training Effectiveness 157 
 

Information Technology Security Training Requirements 

5.2 	Purposes of Training Effectiveness Evaluation 

Meaningfulness, or effectiveness, requires measurement. Evaluating training effectiveness has 

four distinct but interrelated purposes—to measure: 

�	 The extent to which conditions were right for learning and the learner’s subjective 

satisfaction; 

�	 What a given student has learned from a specific course or training event, i.e., learning 

effectiveness; 

�	 A pattern of student outcomes following a specific course or training event; i.e., teaching 

effectiveness; and 

�	 The value of the specific class or training event, compared to other options in the context 

of an agency’s overall IT security training program; i.e., program effectiveness. 

An evaluation process should produce four types of measurement, each related to one of 

evaluation’s four purposes, as appropriate for three types of users of evaluation data: 

�	 First, evaluation should yield information to assist the employees themselves in assessing 

their subsequent on-the-job performance. 

�	 Second, evaluation should yield information to assist the employees’ supervisors in
 

assessing individual students’ subsequent on-the-job performance.
 

�	 Third, it should produce trend data to assist trainers in improving both learning and 

teaching. 

�	 Finally, it should produce return-on-investment statistics to enable responsible officials 

to allocate limited resources in a thoughtful, strategic manner among the spectrum of IT 

security awareness, security literacy, training, and education options for optimal results 

among the workforce as a whole. 

5.3 	Development of an Evaluation Plan 

It is difficult to get “good” information for each of evaluation’s four purposes (above). It is 

impossible to do so without planning for evaluation. To evaluate student learning, it is first 

necessary to have written learning objectives, stated in an observable, measurable way as 

behavioral outcomes: in short, “behavioral objectives.” To evaluate teaching, it is necessary to 

plan for the collection of trend data, evaluation, and extrapolation. To evaluate return on 

investment, mission-related goals must be explicitly identified to which the learning objectives 

Chapter 5. Evaluating Training Effectiveness 158 
Information Technology Security Training Requirements 

are related. Thus, to obtain “good” information in each of these areas, the process of course 

development should include the development of an evaluation plan. The remainder of this 

section provides guidance in the development of an evaluation plan. 

5.3.1 Behavioral Objectives 

The major components of behavioral objectives are: Conditions of Activity, Activity to be 

Performed, and Level of Success. There are several “schools” of behavioral objectives among 

educational theorists; however, most agree with the three components, described below. 

� Conditions of Activity 

This is a written description of existing conditions prior to, and in preparation for, the 

learning activity. A “snowstorm” metaphor is illustrative. For meteorologists to forecast 

the arrival of a snowstorm, certain conditions must exist: e.g., relative humidity at a certain 

level, air temperature, conducive atmospheric conditions. Similarly, certain conditions must 

be present to forecast training effectiveness. Does the student need a checklist, a set of 

items to manipulate, or an outline of the information? Does the instructor need audiovisual 

equipment, handouts, or a classroom with furniture set up in a specific format? Conditions 

of the learning activity, including computer-based training (CBT), not just “platform” 

training, must be specific and comprehensive. Keep in mind that if just one of the 

conditions for a snowstorm is missing, the storm either will not arrive or its force will be 

diminished. So, too, with learning. 

� Activity to be Performed 

The evaluation plan must state the activity to be performed in a manner permitting the 

evaluator to actually observe the behavior that the student is to learn—whether observable 

in class (teacher as evaluator) or back on the job (supervisor as evaluator). It is difficult, if 

not impossible, to measure the process of a student changing an attitude or thinking through 

a task or problem. The evaluator, however, can measure a written exercise, a skill 

demonstration, a verbal or written pronouncement, or any combination of these outwardly 

demonstrable activities. He/she cannot take the student’s word for the learned skill, or the 

simple fact that the student was present and exposed to the skill or information being taught. 

Rather, the evaluator must observe the skill being performed or the information being 

applied. (With CBT, evaluation measurement can be programmed to occur at the 

instructional block level, with subsequent blocks adjusted based on student response. With 

platform training, adjustments can be made in real time by the instructor based on the nature 

of student questions during the course. Adjustments can also be made between courses in a 

student’s training sequence.) 

Chapter 5. Evaluating Training Effectiveness 159 
Information Technology Security Training Requirements 

� Level of Success 

Measures of success should be derived from the individual’s normal work products rather 

than from classroom testing. This directly ties the individual’s performance to its impact on 

the organization’s mission. Written behavioral objectives for a learning activity must 

include a stated level of success. For quantitative skills, must the learner perform 

successfully every time, or 10 out of 100 times, or 5 out of 10 times in terms of performance 

requirements or consequences? Risk management requirements should be used to establish 

the criticality of quantitative skills. For qualitative skills, what distinguishes satisfactory 

performance from failure, or outstanding performance from satisfactory? Measurements of 

qualitative skills might include the amount of re-work required, customer satisfaction, or 

peer recognition of the employee as a source of IT security information. 

The nature and purpose of the training activity, and whether it is at a beginning, 

intermediate, or advanced level, will influence the setting of success measures—a subjective 

goal. If success levels are not documented, an individual student’s achievement of the 

behavioral objectives of the learning activity can not be evaluated, nor can the learning 

activity itself be evaluated within an organization’s overall training program. 

In addition to the written objectives suggested above, the evaluation plan should show how the 

data to be collected are to be used to support the cost and effort of the data collection. This can 

be related to levels of evaluation, presented below. 

5.3.2 Levels of Evaluation 

Four levels of evaluation, in order of complexity, are: 

�	 Level 1: End-of-Course Evaluations (Student Satisfaction) 

�	 Level 2: Behavior Objective Testing (Learning Effectiveness, which is also a measure of 

Teaching Effectiveness) 

�	 Level 3: Job Transfer Skills (Performance Effectiveness) 

�	 Level 4: Organizational Benefit (Training Program Effectiveness) 

Altogether, the four levels match the four purposes of training evaluation (described in Section 

5.2) in a staged manner. These levels are as follows. 

Chapter 5. Evaluating Training Effectiveness 160 
Information Technology Security Training Requirements 

Level 1: End-of-Course Evaluations (Student Satisfaction) 

A common term for this type of evaluation is “the ‘Smiley Face’ evaluation.” Likert Scaletype forms ask the student to check a range of options from “poor” to “excellent” (or vice 

versa) to indicate how he/she felt about the class, the computer-based courseware, or whatever 

the learning activity was. The response data is an indicator of how the learning activity is 

received by the student. The responses also reveal if the conditions for learning were correct. 

Some of the questions in this level of evaluation ask about the student’s satisfaction with the 

training facility and instructor (if classroom training), the manner of presentation of the 

content, and whether or not course objectives were met in relation to the student’s 

expectations. Although this type of evaluation does not provide in-depth data, it does provide 

rapid feedback from the learner’s perspective. 

Measurement of training effectiveness depends on an understanding of the background and 

skill level of the training audience. For example, technical training provided to an audience of 

systems analysts and programmers will have a different level of effect than that provided to an 

audience of accountants. Basic demographic data may be collected at either course 

commencement or conclusion, but information regarding the learners’ satisfaction with the 

course and course material should be collected at the end of the course. 

Level 2: Behavior Objective Testing (Learning and Teaching Effectiveness) 

This level of evaluation measures how much information or skill was transmitted from the 

training activity to the learner. The evaluation should be in various formats relative to the 

level of training. In an IT Security Basics and Literacy course, for example, participants could 

be given a pre-test and a post-test of multiple choice items or fill-in-the-blank statements. At 

an intermediate or advanced training level, participants should be given some sort of 

performance test, such as a case study to solve. At the education level, essay questions 

exploring concepts would be appropriate. The evaluation format must relate back to the 

behavioral objectives of the learning activity which, in turn, drive the content being presented. 

The Level 2 evaluation also provides instant feedback, but it is more objective than a Level 1 

evaluation: it assesses how much the student remembered or demonstrated by skill 

performance by the end of the program—not how he/she felt about it. As previously noted, 

Level 2 evaluation can be built into each block of instruction and does not need to wait until 

the end of a course. 

A Level 2 evaluation measures success in transference of information and skills to the student. 

It enables the evaluator to determine if a given student may need to repeat the course, or 

perhaps attend a different type of learning activity presenting the same material in a different 

format. The evaluator should be able to see if a pattern of transference problems emerges, and 

determine whether or not the course itself may need to be reconfigured or perhaps dropped 

from an organization’s training program. 

Chapter 5. Evaluating Training Effectiveness 161 
 

Information Technology Security Training Requirements 

Behavior objective testing is possibly the most difficult measurement area to address. It is 

relatively easy to test the knowledge level of the attendees after completing a course or block 

of instruction but it is not easy to determine when that learning took place. An attendee may 

have had knowledge of the subject area before receiving the instruction so that the course had 

little or no impact. Thus, information collected solely at the conclusion of a 

course/instructional block must be examined relative to the attendee’s background and
 

education.
 

To better determine the learning impact of a specific course or instructional block, an 

approach is to use pre/post testing in which testing is performed at the outset, and the results 

are compared to testing conducted at the conclusion of instruction. 

Testing of an attendee’s knowledge of a particular subject area by including questions or tasks 

where there is a single right answer or approach is appropriate for almost all testing situations, 

especially at the beginning and intermediate levels. Questions regarding selection of the 

“best” answer among possible options should be reserved for those training environments 

where there is opportunity for analysis regarding why a particular answer is better than other 

answers. 

Level 3: Job Transfer Skills (Student Performance Effectiveness) 

This evaluation is the first level which asks for more than student input. At this level, the 

evaluator, through a structured questionnaire usually administered 30 to 60 days following the 

training activity, asks the supervisor about the performance of the employee(s) relative to the 

behavioral objectives of the course. This is a “before” and “after” job skills comparison. In 

some cases this information is difficult to obtain, especially when employees’ job functions 

and grade levels permit them considerable autonomy, without direct supervision. When 

supervisors observe only the final output of employee actions, developing a valid 

questionnaire can present a particular challenge. When accomplished successfully, a Level 3 

evaluation should begin to show the extent to which the learning activity benefits the 

organization as well as the employee. 

Questions appropriate for the learner’s supervisor might include: 

� Has the learner used the knowledge obtained in the course to accomplish job tasks? 

� Has the learner’s performance improved since taking the course? 

Level 4: Organizational Benefit (Training Program Effectiveness) 

Level 4 evaluations can be difficult to undertake and hard to quantify. They can involve 

structured, follow-up interviews with students, their supervisors, and colleagues. They can 

Chapter 5. Evaluating Training Effectiveness 162 
Information Technology Security Training Requirements 

involve comparison by a subject-matter expert of outputs produced by a student both before 

and after training. They can involve some form of benchmarking, or evaluation of the 

particular training activity in relation to other options for a particular job performance 

measure. In all cases they involve quantifying the value of resulting improvement in relation 

to the cost of training. Level 4 evaluations, properly designed, can help senior management 

officials to answer such hypothetical questions as: “Is it more cost-effective to devote limited 

training resources to the education of a single, newly-appointed IT security specialist in this 

organization, or to devote the same resources to security basics and literacy training of all 

employees in the organization?”; or “Is it a better return on investment to train ‘front-end’ 

systems designers and developers in building security rules commensurate with the sensitivity 

of the system, or to train ‘back-end’ users in compliance with currently existing system rules?” 

Determination of the purpose and objectives of a Level 4 evaluation, as well as the number of 

variables and the method of measurement of skill level, should only be done following 

completion of Level 3 evaluation(s), utilizing the findings thereof. 

5.4 Implementation of Evaluation Planning 

The information in Exhibit 5-1 should help in starting a comprehensive evaluation effort of an 

organization’s IT security training program. Each cell suggests the overall skill objective which 

should be attained by the cell evaluator (e.g., instructor, or the student’s supervisor, as 

appropriate) and/or the overall program evaluator with respect to the various types of learning 

programs. Each cell also produces a variety of specific information and requires different tools. 

Because of the vast amount of data collected, evaluation tools usually consist of a series of 

questions which require response on a Likert-type scale. This scale, from one to five (one being 

very good; five being not good, or vice versa), allows the evaluator to prioritize the usefulness of 

the overall training program and the specific courses or learning events or components within it. 

Each tool is program- and site-specific. 

A practical method to use is to choose a starting point in Exhibit 5-1, beginning with a type of 

training the organization currently offers; then find an evaluation tool appropriate to a cell at that 

level and borrow or adapt the concepts presented from already-developed tools. Samples of 

some of these evaluation tools appear as Exhibits 5-2 and 5-3. Agency training staff may be able 

to help locate other tools. 

(Text continues after exhibits, on page 170.) 

Chapter 5. Evaluating Training Effectiveness 163 
 

Information Technology Security Training Requirements 

Exhibit 5-1 

Evaluation Objectives 

Levels of Level 1: Level 2: Level 3: Level 4: 

Evaluation� Student 

Satisfaction 

Learning 

Effectiveness 

Performance 

Effectiveness 

Training 

Program 

Type of Effectiveness 

Training�

Basics/Literacy How well did 

the student think 

he/she grasped 

the security 

concepts? For 

CBT, how many 

attempts did it 

take for the 

student to pass 

the test? 

How did the 

majority of 

students perform 

on the test, e.g., 

do aggregated 

post-test 

answers show 

sufficient 

improvement 

over pre-test 

answers? 

How well is the 

student using the 

core skill set in 

his or her daily 

activities 

routinely? 

Did the number 

and severity of 

security 

incidents go 

down as a 

result? Did the 

cost of security 

compliance go 

down? If so, 

how much? 

Training How well did 

the training 

program fit the 

student’s 

expectations? 

Did the training 

program 

demonstrably 

and sufficiently 

increase the 

scope and/or 

depth of the 

student’s skill 

set? 

How well is the 

student applying 

the new security 

skills to 

functional job 

requirements? 

Did the number 

and severity of 

security 

incidents go 

down as a 

result? Did the 

cost of security 

compliance go 

down? If so, 

how much? 

Education Did the course 

of study advance 

the student’s 

career 

development or 

professional 

qualifications in 

IT security? 

Could the 

student apply the 

increased 

knowledge to a 

real-world 

situation 

adequately? 

How well is the 

student’s 

acquired IT 

security knowledge being used 

to advance 

agency goals & 

objectives? 

Did the number 

and severity of 

security 

incidents go 

down as a 

result? Did the 

cost of security 

compliance go 

down? If so, 

how much? 

Chapter 5. Evaluating Training Effectiveness 164 
 

 

Information Technology Security Training Requirements 

Exhibit 5-2 

Sample Questionnaire — Level 1 Evaluation 

Training Assessment by Student 

1. Indicate your highest level of education: 

0 High School graduate or less 0 Bachelor’s Degree 

0 Some college/technical school 0 Master’s Degree 

0 Associate degree or technical certification 0 Doctorate 

2. Indicate the total number of courses you have completed in subject areas related to this 

training: 

0 0 0 5-10 0 More than 15 

0 1-4 0 11-15 

3. Indicate how long it has been since you took a course in the subject area of this training: 

0 This is my first course in this subject 0 4-6 years 

0 Less than 1 year 0 More than 6 years 

0 1-3 years 

4. Indicate the extent of your work experience in the general subject areas of this training: 

0 None 0 1-3 years 0 More than 6 years 

0 Less than 1 year 0 4-6 years 

5. For my preparation and level of knowledge, the training was: 

0 Too elementary 0 Somewhat difficult 0 About right 

0 Somewhat elementary 0 Too difficult 

6. The pace at which the subject matter was covered was: 

0 Too slow 0 Somewhat fast 0 About right 

0 Somewhat slow 0 Too fast 

7. For what I got out of this training, the workload was: 

0 Light 

0 About right 

0 Heavy 

8. Considering my previous experience with this subject matter, the course content was: 

0 Out of date 0 State-of-the-art 

0 Somewhat current 0 Not applicable (no previous experience) 

0 Current 

Continued on next page. 

Chapter 5. Evaluating Training Effectiveness 165 
 

 

 

 

Information Technology Security Training Requirements 

Exhibit 5-2 (Continued) 

Sample Questionnaire — Level 1 Evaluation 

Training Assessment by Student 

9. Which of the following best describes the usefulness of this training for your job: 

0 Not particularly useful 0 Very useful 

0 Somewhat useful 0 Essential 

10. How much did you learn from this training: 

0 Not much 

0 A moderate amount 

0 A great deal 

Student Perception of Instructor 

Extent to which the instructor successfully: Excellent Good Fair Poor N/A 

1. Presented material in an organized manner 

2. Communicated knowledge of the subject matter 

3. Made difficult concepts understandable 

4. Used class time effectively 

5. Stimulated interest in the subject area 

6. Demonstrated positive attitude toward participants 

7. Overall, I would rate this instructor 

Student Perception of Course Quality 

Course content: Excellent Good Fair Poor N/A 

1. Clarity of course objectives 

2. Agreement between course objectives and course content 

3. Agreement between Tests/Exams and course objectives 

4. Degree to which the organization of the course enhanced my 

5. Opportunities to practice/apply course content during 

6. Effectiveness of textbook(s), handouts, or other material 

7. Quality of classroom/lab facilities 

8. Overall, I would rate this course 

Chapter 5. Evaluating Training Effectiveness 166
Information Technology Security Training Requirements 

Exhibit 5-3 

Sample Questionnaire — Level 3 Evaluation 

Training Assessment by Supervisor 

1. 

2. 

3. 

4. 

SECTION I - COURSE RELATION TO JOB REQUIREMENTS 

What was the chief reason for nominating the employee for this course? 

0 Information is required in present job 

0 Information is required in new job 

0 Course provides prerequisite or background for other training 

0 Course is required to meet certification 

0 Course provides general career development 

0 Other (please specify) 

Considering past experience/training and present/future job assignments, how well 

timed was this course in the employee’s career? 

0 Took before needed 

0 Took when needed 

0 Needed course earlier, but wasn’t offered 

0 Needed course earlier, but couldn’t get in 

0 Didn’t need course and probably will never use it 

0 Unable to assess at this time 

Which of the following best describes the usefulness of this training for the employee’s 

job? 

0 Essential 

0 Very useful 

0 Somewhat useful 

0 Not particularly useful 

0 Unable to assess at this time 

How frequently does the employee need the skills or knowledge acquired in this course? 

0 Daily 

0 Weekly 

0 Periodically 

0 Not currently used, but needed for background or future use 

0 Criteria does not apply to this course 

Continued on next page. 

Chapter 5. Evaluating Training Effectiveness 167 
 

 

 

Information Technology Security Training Requirements 

Exhibit 5-3 (Continued) 

Sample Questionnaire — Level 3 Evaluation 

Training Assessment by Supervisors 

SECTION II - COURSE IMPACT ON EMPLOYEE PERFORMANCE 

Rate the degree to which the employee’s IT security-related job performance was affected 

by the training in this course. 

Job Impact 1 2 3 4 5 

Knowledge of IT security-related job duties 

Technical skills (include applicable language-related skills) 

Productivity 

Accuracy 

Use of job aids (e.g., reference aids, software applications) 

Overall work quality 

Legend: 

1 = Greatly improved 3 = Moderately improved 5 = Not applicable 

2 = First-time impact 4 = No change 

SECTION III - RETURN ON TRAINING INVESTMENT 

1. How would you describe the trade-off between the employee’s time away from the job 

versus IT security-related benefits from taking this course? 

0 Great benefits from training offset employee time away from the job 

0 Modest benefits from training offset employee time away from the job 

0 Benefits from training did not offset employee time away from the job 

0 Do not have enough information to respond 

0 Benefits from this course can not be measured in this manner 

2. How would you respond if another employee from your area needed/wanted to take this 

course? 

0 Would definitely nominate others if I knew the course was applicable to their duties 

0 Would not nominate others because __________________________________ 

0 Would nominate others only if the following course changes were made: 

0 Do not have enough information to decide. 

Continued on next page. 

Chapter 5. Evaluating Training Effectiveness 168 
Information Technology Security Training Requirements 

Exhibit 5-3 (Continued) 

Sample Questionnaire — Level 3 Evaluation 

Training Assessment by Supervisor 

3. 

4. 

How knowledgeable were you about the course content before receiving this form? 

0 I had read the catalog description or brochure and knew the expected behavioral 

outcome. 

0 I had read the catalog description or brochure but did not know the expected 

behavioral outcome. 

0 I knew the overall purpose or goal of the course but did not read a detailed 

description of it and did not know the expected behavioral outcome. 

0 I only knew the course existed. 

0 I knew nothing about the course until I received this form. 

As a supervisor, how satisfied are you with the training results from this course? 

0 Highly satisfied 

0 Satisfied 

0 Dissatisfied 

0 Highly dissatisfied 

0 Unsure 

Chapter 5. Evaluating Training Effectiveness 169 
Information Technology Security Training Requirements 

5.5 Summary 

Evaluation is undertaken to measure the effectiveness of an agency’s or organization’s IT 

security training program, i.e., the extent to which the overall program and its respective 

components are either meaningful or a waste of the organization’s limited training resources. 

The employee (student) must be asked their view of each learning event (Level 1 and Level 2), 

the supervisor their view of the event (Level 3), and the organization its view of the event (Level 

4) in relation to return on investment. In this process, both quantitative and qualitative data will 

be collected. At Levels 3 and 4, data collection will be longitudinal. As important as it is for the 

evaluator to collect the raw data, analysis and application of the collected data is where the IT 

Security Program Manager and senior officials get the organization’s money’s worth out of its IT 

security training program. Evaluation planning in advance of the event(s) to be evaluated is 

essential. 

To assist in this regard, Exhibit 5-4 on the following page illustrates and correlates the elements 

of training effectiveness evaluation that have been discussed in this chapter, i.e., the four 

purposes of evaluation and four types of data needed for measurement (from section 5.2), the 

three behavioral objectives (from subsection 5.3.1), and the four levels of evaluation (from 

subsection 5.3.2) along with the evaluation tools or instruments associated with each level (from 

section 5.4). 

5.6 Chapter References 

For further information about training evaluation tools, the following resources are suggested as a 

point of departure. This is not an exhaustive listing. 

Carnevale, A.P., and Schultz, E.R. “Return on Investment: Accounting for Training,” 

Training and Development Journal, 1990, 44 (7). 

Kirkpatrick, D. “Evaluation of Training,” in R. Craig (ed.), Training and Development
 

Handbook, Third Edition. New York: McGraw-Hill, 1987.
 

Mitchell, K.D. Return on Investment: A Model and an Assessment of the U.S. Office of 

Personnel Management’s Research into Evaluating Federal Training Programs, Washington, 

D.C.: U.S. Office of Personnel Management, 1993. 

Chapter 5. Evaluating Training Effectiveness 170 
 

 

 

 

 

 

 

 

 

 

 

 

Information Technology Security Training Requirements 

Exhibit 5-4 

Correlation of Evaluation Elements 

Purpose — 

to measure 

Data Needed 

for 

Measurement 

Required to 

Plan 

Evaluations 

Levels of Evaluation/ 

Type of Evaluation Tool 

Learner Satisfaction � Data to assess 

conditions for 

learning and 

student 

subjective 

learning 

assessment 

Written behavioral 

objectives: 

� Conditions of 

activity 

� Activity to be 

performed 

� Level of success 

Level 1 - End of Course Evaluations 

� Likert-scale forms 

Learning/Teaching � Data to Written behavioral Level 2 - Behavior Objective Testing 

Effectiveness measure 

objectively 

objectives: 

� Pre-test/post-test 

(What a student how much � Conditions of � Performance test (e.g., case

 has learned) knowledge/ 

skill was 

transmitted to 

the learner 

activity 

� Activity to be 

performed 

� Level of success 

study) 

� Essay questions 

Job Performance � Trend data for Identified steps for Level 3 - Job Transfer Skills 

Effectiveness trainer 

improvement 

trend data 

gathering, Supervisor assessment - structured 

(Pattern of student evaluation, and questionnaire for supervisor for 

behavioral extrapolation “before and after” skills comparison 

outcomes) 

Program � Return on Mission-related Level 4 - Organizational Benefit 

Effectiveness investment 

data for 

goals tied to explicit 

learning objectives � Structured follow-up interviews 

(Value of training optimal with students, supervisors, and 

event compared to resource colleagues 

other options) allocation � Comparison of student outputs 

(before and after training) 

� Benchmarking 

Chapter 5. Evaluating Training Effectiveness 171 
Information Technology Security Training Requirements 

Chapter 5. Evaluating Training Effectiveness 172
 
Information Technology Security Training Requirements 

INDEX
 

Index I-1
 
Information Technology Security Training Requirements 

Index I-2
 
Information Technology Security Training Requirements 

Index
 

ABC’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii, 27-39 
 

Accreditation ............................................... 51, 119, 121, 133, 145
 

Acquire . . . . . . . . . . . . . . . 9, 28, 43, 61, 62, 75, 76, 85, 86, 97, 98, 107, 108, 127, 128, 139, 140
 

Acquisition/development/installation/implementation controls . . . . . . . . . . . . . . . . . . . 36, 37
 

Adult learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v, 9, 20 
 

Audit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 29, 39, 52, 53, 63, 65
 

Auditor, external . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 67, 81, 91, 101, 113, 121, 133, 145, 153
 

Auditor, internal . . . . . . . . . . . . . . . . . . . . . 47, 63, 67, 79, 81, 91, 101, 113, 121, 133, 145, 153
 

Authorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 53
 

Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 27-29, 35, 36, 50
 

Awareness . . iii, v, 3, 5, 7, 9, 13-15, 18, 25-27, 30, 36, 37, 43, 52, 68, 74, 78, 80, 82, 84, 90, 92,
 

102, 137, 138, 144, 146, 158
 

Behavioral objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi, 159-162, 170, 171
 

Certification . . . . . . . . . . . . . . . . . . . . . . . . 16, 38, 47, 51, 67, 113, 119, 121, 133, 145, 165, 167
 

Certification reviewer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 67, 113, 119, 121, 133, 145
 

Chief Information Officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv, 47, 59, 77, 79, 83, 87, 133
 

Computer Security Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 30, 43, 59, 69
 

Confidentiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 27, 29, 35, 36, 50, 53
 

Contracting Officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 61, 85, 97, 107, 127, 139
 

Core set of It security terms and concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v, 26 
 

COTR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 61, 75, 85, 97, 107, 127, 139
 

Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 9, 26, 32, 33
 

DAA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 28, 38, 47, 113, 121, 133, 145 

Data Center Manager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 111, 137, 149, 151 

Database Administrator . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 111, 119, 129, 131, 143, 149, 151 

Design and develop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 117 

Designated Approving Authority . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 113, 119, 121, 133, 145 

Development . . . iv-7, 9, 16, 25, 33, 36, 37, 41, 43, 44, 46, 48, 51, 52, 62-64, 68, 73, 74, 76-80, 

82, 84, 86-88, 90, 92, 95-103, 105-123, 125-135, 137-147, 149, 151, 153, 158, 159, 164, 

167, 170 

Education . iii-6, 9, 13, 14, 16-21, 26, 43, 52, 68, 74, 78, 80, 82, 84, 90, 92, 102, 138, 144, 146, 

158, 161-165 

Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi-6, 9, 38, 44, 50, 61, 67, 81, 91,157-171 

Freedom of Information Act Official ........................................ 47, 109
 

Implement and operate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43 
 

Index I-3 
Information Technology Security Training Requirements 

Implementation . vi, 9, 31, 36-38, 43, 44, 51, 62-65, 68, 74-76, 78-80, 82-92, 95-103, 105-115, 

117-123, 125-147, 149, 151, 153, 163 

Individual accountability ................................... 27, 29, 34, 37, 39, 51, 69 

Information Resources Management Official, Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

Information Resources Manager . . 47, 59, 63, 67, 69, 73, 75, 77, 79, 83, 85, 89, 95, 101, 105, 

125, 153 

Information sharing . . 34, 49, 62, 64, 68, 74, 76, 78, 82, 84, 90, 92, 96, 98, 100, 102, 106, 110, 

112, 120, 122, 126, 130, 132, 138, 142, 150, 152, 154 

Initiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37, 44 

Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 27, 29, 31, 35, 36, 50, 53 

IT security basics and literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, 9, 25, 161 

IT security body of knowledge topics and concepts . . . . . . . . . . . . . . . . . . . . . vii, 9, 46, 48-53 

IT Security Officer/Manager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

IT security program . . . . . 7-9, 17, 26, 29, 34, 43, 48, 60, 64, 73-92, 96, 98, 100, 102, 104, 110, 

170 

Job function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi-6, 10, 26, 27, 29, 30, 37, 39, 46, 47
 

KSAs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii, 43, 44
 

Laws and regulations . . . . . v, 27, 30, 33, 43, 48, 57, 59, 60, 62-70, 74, 82, 84, 86, 90, 92, 150, 

154
 

Learning continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v-vii, 9, 11, 13, 16, 17, 19, 25, 43, 44
 

Learning styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v, 9, 19 
 

Levels of evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi, 6, 160, 170, 171
 

Life cycle security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v, 9, 93, 95-101, 103, 105-154
 

Likert Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 
 

Manage . . . iii, 27, 31, 43, 51, 59, 60, 73, 74, 83, 84, 95, 96, 105, 106, 125, 126, 137, 138, 149, 

150 

Management . . 3, 4, 7, 8, 16, 27, 31, 35, 36, 38, 39, 43, 45, 47, 48, 50-52, 59-63, 65-70, 73, 74, 

78, 80-92, 95, 96, 102-106, 109, 110, 112, 114, 116, 120-122, 124-126, 130, 134, 136­

138, 140, 142, 144, 146, 148-154, 157, 160, 163, 170 

Management controls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 51, 62 

Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, iii, v, 6, 7, 9, 11, 13, 14, 26, 27, 30, 37, 43, 44 

Network Administrator . . . . . . . . . . . . . . . . . 47, 65, 89, 111, 119, 129, 131, 137, 141, 143, 151
 

Operational controls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 38, 52
 

Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 31, 38, 44, 47, 65, 89
 

Organization and IT Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 
 

Performance-based . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, iii, 6, 7, 9
 

Index I-4 
Information Technology Security Training Requirements 

Planning . . . . . . . . . . . . . . . . . . . . . . . . vi-7, 9, 32, 36, 38, 49, 51, 52, 73-82, 101, 158, 163, 170 

Privacy Act Official . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 109, 151 

Program Manager . . 16, 17, 47, 63, 73, 83, 89, 95, 99, 113, 125, 127, 129, 133, 137, 139, 149, 

151, 170 

Programmer/Systems Analyst . . . . . . . . . . . . . . . . . . . . 47, 63, 65, 109, 117, 119, 129, 141, 151 

Records Management Official . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 109, 151, 153 

Results-based learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v, 5 

Review . . . . 7, 9, 43, 47, 51, 65, 67-69, 73, 81-83, 85, 91, 92, 101, 102, 105, 109, 113, 114, 121, 

122, 127, 133, 134, 139, 145, 146, 153, 154 

Review and evaluate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 43, 113, 133 

Risk management . 4, 27, 31, 35, 36, 50, 60, 62, 66, 68, 74, 78, 80, 82, 84, 88, 90, 92, 102-104, 

106, 110, 114, 120, 142, 144, 146, 150, 152, 154, 160 

Roles and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 5, 9, 27, 37, 43, 51 

Role-based training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v, 9, 16, 25, 33, 41, 43 

Rules of behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 37, 51 

Security basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v, 5, 9, 16, 23, 25, 26, 43, 46, 161, 163 

Security literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 26, 158 

Security responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 

Sensitivity . 3, 15, 35, 50, 51, 62, 64, 68, 74, 78, 82, 84, 90, 92, 96, 98, 100, 102, 104, 106, 110, 

116, 134, 136, 150, 152, 154, 163 

Separation of duties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27, 29, 37, 39, 51 

Source Selection Board Member .................................. 47, 61, 75, 85, 107 

System Administrator . . . . . . . . . . . . . . . . . . 47, 65, 89, 111, 119, 129, 131, 137, 141, 143, 151 

System Designer/Developer . . . . . . . . . . . . . . . . 47, 63, 95, 97, 99, 105, 109, 111, 117, 129, 141 

System environment . . . . . 49, 62, 64, 68, 74, 76, 78, 82, 84, 86, 90, 92, 98, 100, 102, 110, 112, 

120, 122, 126, 130, 132, 134, 142 

System interconnection . 34, 49, 64, 68, 74, 76, 78, 82, 84, 90, 92, 98, 100, 102, 106, 110, 112, 

120, 122, 126, 130, 132, 134, 138, 142 

System Owner . . . . 47, 69, 73, 89, 95, 97, 99, 101, 103, 105, 107, 113, 121, 123, 125, 127, 133, 

137, 139, 149 

Systems Operations Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 65, 129, 131, 141, 151 

Technical controls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, 36, 39, 53
 

Technical Support Personnel ............................... 47, 65, 111, 131, 143, 151
 

Telecommunications Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 75, 143
 

Termination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38, 44
 

Test and evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 
 

Training . . . 1, iii, v-vii, 3-10, 13-20, 25-27, 29-33, 36, 37, 41, 43-47, 52, 55, 57, 59-71, 73-93,
 

95-155, 157-171 

Training assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii, 165-169 

Training effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi, 8, 9, 157-159, 161, 170 

Index I-5 
Information Technology Security Training Requirements 

Training effectiveness evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi, 158, 170
 

User . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 28, 29, 34, 37-39, 47, 53, 69, 103, 115, 123, 135, 147
 

Index I-6
 
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1127), and as implemented by Executive Order 11717 (38 FR 12315, dated May 11, 1973) and Part 6 of 

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NIST Interagency or Internal Reports (NISTIR)—The series includes interim or final reports on work 

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published subsequently in more comprehensive form.