Business Continuity Management Systems Foundation Training Course

Transcription

1 Certificatin criteria fr Business Cntinuity Management Systems Fundatin Training Curse

2 CONTENTS 1. INTRODUCTION 2. LEARNING OBJECTIVES 3. ENABLING OBJECTIVES KNOWLEDGE & SKILLS 4. TRAINING METHODS 5. COURSE CONTENT 6. COURSE DURATION 7. TUTORS & STUDENTS 8. VARIATIONS 9. STUDENT ASSESSMENT & EXAMINATION 10. COURSE PUBLICITY & ADVERTISING APPENDIX 1: NOTES FOR GUIDANCE Cpyright IRCA 2012 All rights reserved. N part f this publicatin may be reprduced, stred in a retrieval system r transmitted in any frm r by any means - electrnic, mechanical, phtcpying, recrding r therwise, withut prir permissin f the CQI Internatinal Register f Certificated Auditrs (IRCA). Page 1 f 8

3 INTRODUCTION 1.1 We, the Internatinal Register f Certificated Auditrs (IRCA), have prepared these criteria t help yu, the apprved training rganizatin, t achieve certificatin f a Business Cntinuity Management Systems (BCMS) Fundatin training curse. 1.2 Befre designing an BCMS Fundatin training curse t meet the requirements f this dcument yu shuld cnsider the fllwing: Aim f this curse. This curse prvides students (wh have prir knwledge f r experience in business cntinuity management see 1.2.3) with an understanding f the management systems apprach and the requirements f ISO 22301, and t prvide a basis fr students wh wish t g n t cmplete ther IRCA certified BCMS auditr training curses Auditr certificatin. Students wh successfully cmplete this BCMS Fundatin curse will satisfy the part f the training requirement fr initial certificatin as an IRCA Internal Auditr: t meet the full training requirement students must als successfully cmplete an IRCA BCMS Internal Auditr training curse Prir knwledge. Befre staring this curse, yu must infrm students that they are advised t have the fllwing prir knwledge befre attending this curse: Management systems Plan-D-Check-Act framewrk The cre elements f a management system and the interrelatinship between management respnsibility, plicy, planning, implementatin, measurement, review and cntinual imprvement Business cntinuity management the purpse and benefits f a Business Impact Analysis the principals f risk assessment and risk analysis typical Business Cntinuity Strategies business cntinuity respnse ptins BCMS perfrmance metrics, mnitring and perfrmance measurement Exercise and testing methdlgies Flexibility in curse design. These criteria specify the requirements fr training curses including the knwledge and skills t be cvered during the curse. Yur training curse must be designed and delivered in accrdance with these criteria, althugh yu may exercise flexibility in the inclusin f additinal material, and in the structure and selectin f specific training methds used during the curse. Many f the certificatin requirements cmmn t the management and cntrl f curses are detailed in IRCA/2000, Requirements fr Training Organizatin apprval. These requirements are in additin t the requirements f this dcument and are mandatry. It is essential, therefre, that yu are familiar with the requirements f IRCA/ Training methds. This curse may be designed t be presented in a variety f ways: a) Classrm-based b) Classrm-based as a series f part-time mdules ver a lnger perid. c) Blended as a cmbinatin f self-study (i.e. e-learning curse, crrespndence curse etc) and classrm-based learning. d) Self study Hwever it is designed, students must cmplete the whle curse f study with yur rganizatin. Page 2 f 8

4 2. LEARNING OBJECTIVES 2.1 Learning bjectives describe in utline what successful students will knw and be able t d by the end f the curse: Explain the purpse and benefits f a business cntinuity management system (see 3.1) Explain the specific business cntinuity management related requirements f ISO (see 3.2). 3. ENABLING OBJECTIVES In rder fr students t achieve the verall learning bjectives, they will need t acquire and develp specific knwledge. These are specified belw as enabling bjectives and can be cnsidered as steps t the achievement f learning bjectives abve. 3.1 Explain the purpse and benefits f a business cntinuity management system Explain the purpse and business benefits f a business cntinuity management system Explain the prcesses invlved in establishing, implementing, perating, mnitring, reviewing, maintaining and imprving a business cntinuity management system Explain the terminlgy defined in the standard Explain hw implementing and perating cntrls and prcesses will enable an rganisatin t manage disruptive incidents. 3.2 Explain the specific business cntinuity management related requirements f ISO Describe what a Business Cntinuity Plicy shuld cntain Describe the purpse and key features f a Business Impact Analysis (BIA) including: The imprtance f tp management supprt and its rle in the BIA prcess. The identificatin f varius methds f cllecting BIA infrmatin and selecting the best ptin fr the rganisatin. Determining the activities carried ut t supprt the delivery f prducts and services. Understanding hw time will impact the rganisatin s ability t recver if certain activities cannt be resumed within pre determined timescales Methds f priritising activities t ensure timely reinstatement. Identifying the dependency n activities and resurces including thse prvided by suppliers and ther interested parties. Determining minimum recvery timeframes and the timeframe by which nt resuming activities wuld impact the rganisatin t an unacceptable degree Describe the purpse f defining the rganisatin s risk appetite and applying a methdlgy fr develping risk assessments and risk analysis Describe typical Business Cntinuity Strategies and the circumstances when they might be applied Describe the varius Business Cntinuity Respnses which an rganisatin may chse t adpt and the key cmpnents f each ne Describe hw Business Cntinuity Objectives shuld link t the Business Cntinuity Plicy, Legal and Other Requirements and the pririties established in the BIA. Page 3 f 8

5 3.2.7 Describe typical Exercises and Tests, when each type f exercise and test is apprpriate and what resurce is required Describe typical arrangements fr mnitring and measuring BCMS and business cntinuity management perfrmance against plicy and bjectives, including the use f internal audit. 4. TRAINING METHODS 4.1 Yur curse may be presented as a whlly classrm-based curse; as a blended curse (in ther wrds part self-study and part classrm-based); as a series f separate mdules, either as full-time r part-time study; r as self-study. 4.2 Classrm-based training Yu must prvide fr students an envirnment cnducive t effective learning. At the beginning f the curse yu must prvide the students with a descriptin f the learning bjectives, curse structure, frmat and prgramme, student respnsibilities and the assessment prcesses and assessment criteria, and yu must deal with any cncerns r wrries that students may have Yur curse must be based n the learning cycle (see guidance in Appendix 1) and include pprtunities fr students t: i. Experience new ideas and skills. (Nte that tutr-led slide presentatins as a sle methd t help students learn new knwledge is nt acceptable). ii. iii. Reflect n their learning and identify strengths and weaknesses. (Nte that yur curse must include methds fr mnitring and prviding time fr tutrs and students t review tasks and activities and each student s achievement f the learning bjectives). Address and imprve n areas f weakness. (Nte that yur curse must include prvisin fr review and remedial wrk, and individual caching, where necessary.) Yur curse must include a variety f learning methds t suit the range f learning styles (see guidance in Appendix 1) Yur curse must nt rely n tutr presentatins and tutr-led discussins t achieve knwledge-based learning bjectives. We expect t see students learning these elements mstly thrugh a prcess that requires them t cmplete a task r activities, ften in teams, and t prduce a defined utput Timekeeping, planning and prgramme management are essential elements in the perfrmance f an audit and, althugh we recgnise that effective training is respnsive t students needs, deviatins frm the timetable must be managed s that all learning bjectives are adequately cvered and students are kept infrmed f significant changes t the prgramme Yu must submit sessin plans r tutr ntes fr each individual training sessin. Sessin plans must specify: learning bjectives and duratin fr the sessin nature f the activity and training methd t be used rganizatinal arrangements, tutr and student briefing details deliverables required frm students fr practical sessins materials, exercises and equipment required t run the sessin where training methds r use f exercises etc. are ptinal, this must be clearly indicated in sessin plans. Page 4 f 8

6 4.3 Self-study curses Training methds selected shuld seek t invlve and engage students thrughut the duratin f the curse. Simply prviding students with a set f reading materials will nt be acceptable. Yur self-study materials must be designed arund a clearly structured learning prcess with: Thery. Examples (scenaris, case studies etc). Practice (activities, case studies, prgress tests etc). Feedback/self-assessment n activities and tests where relevant, t ensure students can self-assess their understanding and achievement f the learning bjectives and identify any areas requiring further wrk Self-study curse materials must be clearly presented and structured fr ease f use, with apprpriate navigatinal aids. Yu must make the fllwing clear t students t help them manage their learning: The learning bjectives fr the verall self-study element f the curse. The learning bjectives fr each sectin within the curse. Hw the self-study element f the curse links with the classrm cmpnent. The structure and suggested r intended sequence f the materials. Instructins fr the students use f the materials, including realistic timescales. Examples f typical dcuments, reprts, frms etc. Hw, when and hw ften students may cntact tutrs fr help, guidance and feedback. Methds fr students t assess their learning and t seek timely feedback and caching frm the tutr(s) Yu must ensure that each student has timely access t a curse tutr t answer questins and queries. Nte: as a guide, a respnse t cmmunicatins frm students within 24 hurs wuld be acceptable. 5. COURSE CONTENT 5.1 At the beginning f the curse presentatin yu must prvide the students with a descriptin f the learning bjectives, curse frmat and prgramme, student respnsibilities and student evaluatin prcesses and criteria. 5.2 Yu must ensure students secure a cpy f ISO r yu must prvide them with a cpy fr self-study (if relevant) and fr classrm-based elements f the curse. 5.3 The curse must cver all aspects defined in clause 2 learning bjectives and amplified in clause 3 enabling bjectives. 5.4 The curse must cver the benefits f certificatin as an IRCA BCMS Auditr, including brief details f the IRCA BCMS auditr certificatin scheme, and prvide students with details f hw t cntact IRCA and apply fr certificatin. Yu must use IRCA/190 and IRCA/167 (r equivalents) fr this purpse. Page 5 f 8

7 6. COURSE DURATION 6.1 Classrm-based learning The ttal curse must be at least 7 hurs net, calculated as detailed in IRCA/ Self Study learning Elements f the curses that are delivered thrugh self-study will allw students three times lnger than classrm training Each student must cmplete self-study in n mre than 90 days. 6.3 Translatrs 7. TUTORS & STUDENTS If the curse is given thrugh translatrs, the time must be increased as necessary t satisfy the learning bjectives. 7.1 Classrm-based learning The number f students per curse shall nt exceed 20, r be less than The curse shall be run with at least ne designated tutr wh shall satisfy the requirements fr a tutr as stated in IRCA/2000. Additinal resurces r trainee tutrs may be used fr specific activities, hwever the designated tutr remains respnsible fr the entire presentatin. 7.2 Self-study based learning Tutrs wh prvide educatinal supprt n self-study elements f blended learning must be cmpetent t perate any media required. 7.3 Tutr cmpetence - Tutrs fr this curse must demnstrate cmpetence in key attributes: Cmpetence in training; by satisfying the tutr r lead tutr requirements as apprpriate (see IRCA/2000) Cmpetence in ISO 22301; either thrugh IRCA certificatin as a BCMS auditr r thrugh the apprved training prvider s wn assessment Cmpetence t deliver training and student assessment n yur specific curse. 8. VARIATIONS 8.1 Requests fr variatins t any f these criteria, r in respect f any special circumstances, will be cnsidered fr apprval n written submissin by the apprved training rganizatin t IRCA. Any such request shall be made immediately upn the reasn fr the variatin request becming apparent. 8.2 We will cnsider the fllwing when evaluating any request fr variatin: Reasns fr the requested variatin Prpsed mdificatins t the training The impact n the learning and assessment prcesses and hw this will be managed. 9. STUDENT ASSESSMENT & EXAMINATION 9.1 Successful cmpletin: in rder t satisfactrily cmplete the curse each student must: Cmplete/attend all elements f the curse. Page 6 f 8

8 10. COURSE PUBLICITY & ADVERTISING 10.1 Curse advertising and prmtinal literature shall nt state r imply that this curse satisfies mre than part f the training requirements fr certificatin as an IRCA BCMS auditr Prir t the cmmencement f the curse, yu must infrm ptential students that IRCA recmmends all students have the prir knwledge defined in clause Page 7 f 8

9 APPENDIX 1: NOTES FOR GUIDANCE 1. Cverage f ISO This curse is designed fr students wh have an existing knwledge f business cntinuity management and f the management system apprach, but nt f ISO This curse will help these students apply their prir knwledge t understand the business cntinuity management related requirements f ISO Meeting the learning and enabling bjectives We d nt expect curses t be designed in the chrnlgical rder f the learning and enabling bjectives in this dcument. We recgnise that individual sessins within a training curse can cver mre than ne learning r enabling bjective at the same time. 3. Helping students learn new knwledge & skills We prmte the use f participative learning appraches because they are mre efficient, in terms f speed and depth f cmprehensin, and mre effective, in terms f lng term retentin f new knwledge. Therefre, yu shuld emply practical tasks and activities t help students t understand new cncepts and ideas. Yu shuld nt rely n tutr-fcused lecture/presentatin t transfer new ideas and cncepts. We prmte a variety f training methds in yur curse design. Different peple learn in different ways s yur sessins shuld fllw the learning cycle and yur curse shuld include a variety f different learning activities t cater fr all needs as far as pssible. Hney and Mumfrd (Learning Style Questinnaire, Peter Hney Publicatins, ISBN ) prvide ne mdel fr describing different learning styles that yu may find useful as a basis. Develping sessin plans is a natural part f designing learning and training prcesses. Sessin plans shuld be simple and easy t use wrking dcuments t help yur tutrs manage effective learning. Fr rganizatins with nly a few tutrs, utline sessin plans are acceptable. Fr larger rganizatins with a number f branches r subcntractrs, and the cnsequent number and turnver f tutrs, we will require mre cmprehensive sessin plans. A sample sessin plan is prvided belw. Cntinuus assessment shuld have a clear link between: sessin plans (fr tutrs), clear task/activity instructins with defined and measurable utputs (fr students and tutrs), activity marking schemes / mdel answers (fr tutrs), mdel answers (fr students), individual student cntinuus assessment recrd (fr recrding student perfrmance). 4. Self-Study We recmmend that yu cnsider the fllwing dcuments when develping training based n infrmatin technlgy slutins: BS 7988:2002 A Cde f Practice fr the use f infrmatin technlgy fr the delivery f assessments BS 8426:2003 A cde f practice fr e-supprt in e-learning systems Page 8 f 8