NIST SP800-16: 信息安全培训要求

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"NIST SP800-16.pdf" NIST SP 800-16 是美国国家标准与技术研究所（NIST）发布的一份特殊出版物，它详细介绍了美国联邦机构和组织的信息安全培训要求，特别是针对那些在计算机系统管理、使用或操作中的员工。这份文档旨在强调人的因素在信息安全中的关键作用，并依据1987年的计算机安全法案，该法案规定所有涉及联邦计算机系统的员工必须定期接受计算机安全意识和公认计算机实践的强制性培训。 NIST SP 800-16 提出了一种基于角色和绩效的安全培训模型。这一模型的核心思想是确保每个员工都清楚他们在保障信息安全中的职责，以及如何有效地执行这些职责。这包括了对不同角色的人员进行定制化的培训，以增强他们识别和应对信息安全威胁的能力，同时也提升他们在日常工作中实施安全实践的技能。文档详细阐述了以下几个关键知识点： 1. **信息安全意识**：强调了提高员工对信息安全威胁的认识，理解不安全行为可能带来的风险，以及如何采取预防措施的重要性。 2. **角色定义**：根据员工的职责，定义了不同的安全角色，如系统管理员、用户、网络管理员等，每个角色都有其特定的安全责任和应接受的培训内容。 3. **绩效基础的培训**：培训计划应基于员工的实际工作职责，确保他们具备完成任务所需的技能和知识，同时也要不断更新以适应新的威胁和技术。 4. **定期培训**：强调了培训的周期性，以保持员工的知识更新，并确保他们能够应对不断变化的威胁环境。 5. **标准和比较方法**：NIST作为国家标准制定机构，提供了衡量和比较安全标准的手段，以便于各机构评估自身的培训效果并与其他组织进行基准对比。 6. **合规性**：NIST SP 800-16提供了一个框架，帮助联邦机构满足法律规定的安全培训要求，确保符合政策和法规。 7. **技术支持**：NIST通过发布这样的指导文件，支持行业在提高产品质量、现代化制造过程、保证产品可靠性以及快速商业化基于新科学发现的产品方面的发展。 NIST SP 800-16旨在通过建立一套角色和绩效为基础的培训模型，增强联邦机构员工的信息安全意识和能力，从而提升整个组织的信息保护水平。这份指南对于任何需要确保员工信息安全教育的组织来说，都是一个宝贵的资源。

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

� 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 full-

page presentation of the Learning Model introduced in Chapter 2.

Chapter 1. Introduction 9

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