Abstract
In the first half of this book, Chapters 1 to 5, we have presented the foundations of information risk management (Chapter 1), the profiles required by an IT security team (Chapter 2), the basic aspects that guide the team-individual contract (Chapter 3), a list of security principles to follow and activities to perform by the team (Chapter 4) and some techniques on how to organise their IT security activities (Chapter 5).
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Notes
- 1.
Damasio (1994), Chapter 7, ‘Emotions and feelings’.
- 2.
See Section 2.6.
- 3.
For example, the trigger for many IT security experts to develop their passion was the fact that they were victims of a hacking attack themselves.
- 4.
Should that be the case, then they need to find their passion or remain in the small non-passionate side of the team. See Section 3.5.
- 5.
See Section 2.7.
- 6.
See http://en.wikipedia.org/wiki/Computer. Last accessed 20-09-2009.
- 7.
See Section 2.1.
- 8.
See Section 2.1.
- 9.
Leavitt et al. (1989), pp. 669–671.
- 10.
By Spencer Johnson. Published by G.P. Putnam’s Sons (New York, 1998).
- 11.
The Way of the Cockroach: How Not to Be There When the Lights Come on and Nine Other Lessons on How to Survive in Business by Craig Hovey. Published by Saint Martin’s Press (2006).
- 12.
There is no business possible at zero risk.
- 13.
See Section 1.13.
- 14.
See Section 1.10. If the leader of a mini-team is absent, members of the mini-team can report to a ‘selected’ team member or to the main team leader.
- 15.
Peer pressure is much powerful than the concept of a boss. Gladwell (2000), pp. 70 and 186.
- 16.
See Section 3.2.
- 17.
Adapted from an interview the communicator Eduard Punset made to Professor Gary Marcus, psychologist at New York University talking about his book Kluge (2008). See http://www.smartplanet.es/redesblog/?p=460. Last accessed 20-09-2009.
- 18.
Even if afterwards they discover it is not the optimal path.
- 19.
See assessments proposed in Sections 3.3 and 3.5.
- 20.
Torrington et al. (2002), p. 188.
- 21.
See the “blue team” in Section 4.10.
- 22.
See the “green team” in Section 4.10.
- 23.
See the “red team” in Section 4.10.
- 24.
See Section 2.6.
- 25.
See Section 5.1.
- 26.
Frequent when doing “multitasking” (see Section 5.7).
- 27.
Emergent activities.
- 28.
Sometimes IT security team members would have difficulties to consider them a real emergency for the organisation.
- 29.
Usually because the team was not informed on time by other players. IT security team members should try to avoid this scenario.
- 30.
Usually improvisation leads to more errors than when following a plan.
- 31.
More on reputation in Chapter 7 (viral marketing).
- 32.
See Section 1.19.
- 33.
See Chapter 7.
- 34.
See Section 3.2.
- 35.
Later on in the chapter we discuss the user access administrator case.
- 36.
See the yellow team in Section 4.10.
- 37.
See the red team in Section 4.10.
- 38.
See Section 6.2.
- 39.
See Section 3.9.
- 40.
Torrington et al. (2002), pp. 430–431.
- 41.
See Chapter 7.
- 42.
See the blue team in Section 4.10.
- 43.
Although running an activity for some professionals focused on changing is extremely unappealing.
- 44.
IT security teams provide more risk-mitigating value to the organization in other IT security operational tasks.
- 45.
The most appropriate party to assign access rights to data is the data owner.
- 46.
See Section 5.4.
- 47.
See Section 1.19.
- 48.
Torrington et al. (2002), pp. 157–159.
- 49.
See the red, blue and green teams in Section 4.10.
- 50.
One-person teams require the collaboration of at least another colleague in the organisation.
- 51.
See Section 3.12 on mistakes.
- 52.
Torrington et al. (2002), pp. 154–156.
- 53.
This is almost an extinct species.
- 54.
See Section 5.1.
- 55.
A UNESCO report on education, titled “Learning to be” (1972), also known as the Faure Report, foresaw lifelong education as a transformative and emancipatory force in the entire human society.
Read more at http://education.stateuniversity.com/pages/2181/Lifelong-Learning.html. Last accessed 20-09-2009.
- 56.
See Section 3.12 on rewards.
- 57.
We learn something we like or something we consciously choose in a quicker and easier manner. Adapted from interview by Eduard Punset to psychologist Walter Mischel, professor at Columbia University. Interview available at http://www.eduardpunset.es/index.php?vim=46&pageNum_vim=0. Last accessed 22-09-2009.
- 58.
An example of certified training is the Sans GIAC offering. See http://www.giac.org/overview/. Last accessed 20-09-2009.
- 59.
More on networking in Chapter 9.
- 60.
More on personal branding in Chapter 9.
- 61.
Operational security teams need to run a range of security tools.
- 62.
Torrington et al. (2002), pp. 297–302.
- 63.
See Sections 3.3 and 3.5.
References
Damasio, A.R.: Descartes’ Error: Emotion, Reason, and the Human Brain (Introduction). Putnam, New York (1994)
Gladwell, M.: The Tipping Point: How Little Things Can Make a Big Difference, p. 132. Little Brown, Boston (2000)
Harding, S., Long, T.: MBA Management Models. Gover, England, pp. 84, 181 and 187 for Chapter 1, pp. 105–108 and 109–112 for Chapter 2, pp. 161–163, 197–199, 59–63 and 73–76 for Chapter 4, pp. 17–20 and 21–24 for Chapter 5, pp. 101–103 and 121–124 for Chapter 6, pp. and 191–194 and 95–98 for Chapter 8, pp. 149–153 and 169–172 for Chapter 9 and pp. 211–214 and 173–176 for Chapter 10 (1998)
Leavitt, H.J., Pondy, L.R., Boje, D.M.: Readings in Managerial Psychology, 4th edn, pp. 669–671. University of Chicago Press, Chicago (1989)
Torrington, D., Hall, L., Taylor, S.: Human Resource Management, 5th edn. Pearson Education, London (2002)
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Partida, A., Andina, D. (2010). Team Dynamics: Building a “Human System”. In: IT Security Management. Lecture Notes in Electrical Engineering, vol 61. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8882-6_6
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