Michael J Bradley
Dr. Leigh Armistead
CYSE201S
03 Dec. 2022
Training and Standardization
Within the Nice frameworks Oversee and Govern category would fall training and standardization. When I was working contracts for the US Department of State, I had the privilege of working in the training and standardization field for cross-unit close personal security within the Diplomatic Security Service. The work was challenging yet I found that not only did I have a knack for the work, but it was also rewarding as well. I wish to carry forward that experience to help mitigate risk within an organizational structure by educating personnel to the myriad of risks associated with an ever increasingly digital world. As a digital immigrant I am still getting my own bearings in dealing with this new world. However, through standardization of policy, a common taxonomy and proper training I believe we, as a nation, can rise to meet that challenge.
According to Bela Arora of the University of South Wales, there is a wealth of literature, both on a surface learning and deep learning scale, that can be readily adapted to cyber security. (Arora 255) These methods of training can be applied and would include addressing the human element. As stated by Mohammad Hijji and Gulzar Alam from the University of Tabuk and Ulster, although the field of training has expanded over recent years, it has focused primarily on software and hardware while not adequately addressing the Human Element. (Hijji and Alam 5) With this developmental need for training and standardization, I see an opportunity to bring my experiences on board to help breach the gap between the computational and human elements.
Identified by Brooke Nodeland et al. within their research article was the fact that the criminal justice system is lacking when it comes to education and policy with cyber security. (Nodeland et al. 74) In order to properly protect our society, we must bring a competent level of standardization to all aspects of our nation. This mean cross-industry training with a shared taxonomy to promote efficient communication. The technical level of individuals may vary; however, a common standard can still be achieved through adjusting training materials to specific audiences. Mark Taylor et al. of the Liverpool John Moores University, argue that animated learning materials could be used to communicate complex systems to a less technical audiences. (Taylor et al. 533) Implementation of a multi-level approach would have the added benefit of increasing the capacity of successful transmission of knowledge to a diverse audience.
As the risks evolve so too must the training provided to our industries and government. Though we may never reach a point where we have eliminated all risk factors; proper training and standardization will help mitigate the effects of illicit cyber activity. From Analysts to White Hats and all the security elements in-between, applying a common taxonomy within a standardized framework and consistent training, the risk factors can be reduced. I would like to be a part of that solution and thus I would like to become a training and standardization specialist within the cyber security community.
Works Cited
Arora, Bela. “Teaching Cyber Security to Non-Tech Students.” Politics, vol. 39, 2019, pp. 252-265. Academic Search Complete, Doi. 10.1177/0263395718760960. Accessed 01 Dec. 2022
Hijji, Mohammad and Alam, Gulzar. “Cybersecurity Awareness and Training (CAT) Framework for Remote Working Employees.” Sensors, vol. 22, no. 22, 2022, pp. 1-23. Academic Search Complete, Doi. 10.3390/s22228663. Accessed 01 Dec. 2022
Nodeland, Brooke et al. “Teaching Cybersecurity to Criminal Justice Majors.” Journal of Criminal Justice Education, vol. 30, no. 1, 2019, pp. 71-90. Academic Search Complete, Doi. 10.1080/10511253.2018.1439513. Accessed 01 Dec. 2022
Taylor, Mark et al. “Animation as an Aid to Support the Teaching of Cyber Security Concepts.” Innovations In Education and Teaching International, vol. 55, no. 5, 2018, pp. 532-542. Academic Search Complete, Doi. 10.1080/14703297.2017.1389653. Accessed 01 Dec. 2022