Measuring Performance at Intuit: A Value-Added Component in ERM Programs ABC Organization is looking to improve on their Enterprise Risk Management (ERM) program. A board member saw Intuit’s ERM Performance Measurement Model case study. As with any ERM program, Intuit’s program has continued to evolve since 2009.  Intuit’s ERM program began with the company's practice of risk management on an ad hoc basis. When a problem occurred, team were formed to address the issue. When it was over, it was back to business as usual. In the late 2000’s, Intuit’s ERM program focused on building a sustainable risk management capability. The program provided leadership with current and emerging risks to help them make strategic decisions. Intuit built the program using a ERM maturity model to get the right foundation. It was realized that executive leadership needed to measure the performance of the program. So key risk indicators (KRIs) were used to understand the potential emerging risks and any trends that may impact current risks. Also, key performance indicators (KPIs)  can help in understanding and manage current risks. By identifying these KRIs and KPIs in the, the case study reader should gain an understanding of the importance of and the need to incorporate these indicators. As risk manager, you are responsible for ensuring your organization minimizes its risks. Your board became aware of this case study and has asked you to create a presentation for the next board meeting where you will present information about this case study and the effects of implementing KPIs and KRIs at Intuit. Create a PowerPoint® narration report of at least 20 slides based on your findings about this case study along with the message that is delivered based upon this case (not including the cover page and reference page). If you do not own a copy of Microsoft PowerPoint use a comparable slide software or Google Slides (free and accessible from Google.com). In the presentation, address the following from the Intuit ERM program:  · What represents the key performance indicators of the ERM program? · What represents the key risk indicators of the ERM program? · What improvements would you make? · Does this represent an effective risk management program? If not, what is missing? (Support your response with details from the case study and properly cited references.) · Would this program work for a publicly traded corporation of similar size? · How important do you view alignment and accountability among a management team? Make sure to provide a reference slide that provides APA citations of any sources used in the PowerPoint presentation. This slide does not require narration. Written Parameters/Expectations: · At least 20 slides in length, with each slide having a written narration in Standard English explaining the key ideas in each slide. · The written narrative presentation should have a highly developed and sustained viewpoint and purpose. · The written communication.

1. Measuring Performance at Intuit: A Value-Added Component in
ERM Programs
ABC Organization is looking to improve on their Enterprise
Risk Management (ERM) program. A board member saw
Intuit’s ERM Performance Measurement Model case study. As
with any ERM program, Intuit’s program has continued to
evolve since 2009.
Intuit’s ERM program began with the company's practice of risk
management on an ad hoc basis. When a problem occurred, team
were formed to address the issue. When it was over, it was back
to business as usual. In the late 2000’s, Intuit’s ERM program
focused on building a sustainable risk management capability.
The program provided leadership with current and emerging
risks to help them make strategic decisions. Intuit built the
program using a ERM maturity model to get the right
foundation. It was realized that executive leadership needed to
measure the performance of the program. So key risk indicators
(KRIs) were used to understand the potential emerging risks and
any trends that may impact current risks. Also, key performance
indicators (KPIs) can help in understanding and manage current
risks. By identifying these KRIs and KPIs in the, the case study
reader should gain an understanding of the importance of and
the need to incorporate these indicators.
As risk manager, you are responsible for ensuring your
organization minimizes its risks. Your board became aware of
this case study and has asked you to create a presentation for
the next board meeting where you will present information
about this case study and the effects of
implementing KPIs and KRIs at Intuit.
Create a PowerPoint® narration report of at least 20 slides

2. based on your findings about this case study along with the
message that is delivered based upon this case (not including
the cover page and reference page). If you do not own a copy of
Microsoft PowerPoint use a comparable slide software or
Google Slides (free and accessible from Google.com). In the
presentation, address the following from the Intuit ERM
program:
· What represents the key performance indicators of the ERM
program?
· What represents the key risk indicators of the ERM program?
· What improvements would you make?
· Does this represent an effective risk management program? If
not, what is missing? (Support your response with details from
the case study and properly cited references.)
· Would this program work for a publicly traded corporation of
similar size?
· How important do you view alignment and accountability
among a management team?
Make sure to provide a reference slide that provides APA
citations of any sources used in the PowerPoint presentation.
This slide does not require narration. Written
Parameters/Expectations:
· At least 20 slides in length, with each slide having a written
narration in Standard English explaining the key ideas in each
slide.
· The written narrative presentation should have a highly
developed and sustained viewpoint and purpose.
· The written communication should be highly ordered, logical
and unified.
· The written delivery technique, including word choice and
expressiveness, displays exceptional content, organization, and
style, while leading the audience to a dynamic and supported
conclusion.

3. · Free of grammatical errors.
· No evidence of plagiarism.
· Ensure that the written narration provides clear and
professional tone.
· The slide presentation must be professional and utilize a
professional background and design.
· Slides with written narrative will be in one file.
Written Requirements
Your PowerPoint written narration presentation will be a
minimum 10 or more slides in length. There will be a minimum
of 5 references. Be sure to use appropriate APA format and cite
your Reading or other sources that you used in your
presentation. Use the notes page to script your written narrative
presentation. The presentation will contain enough information
to adequately answer the questions and contain no spelling,
grammar, or APA errors. Remember that the slides will contain
summary information of what you provide in your narration.
Points deducted from grade for each writing, spelling, or
grammar error are at your instructor’s discretion. Also review
the university policy on plagiarism.
Running head: ANNOTATED BIBLIOGRAPHY 1
8
Annotated Bibliography on Cyber Simulations & Training

4. Student Name
Information Assurance Research Literature
ITS-834
Date
Dr. Bill Souza
Annotated Bibliography
West, C., Slatin, C., Sanborn, W., & Volicer, B. (2009).
Computer-based simulation in blended learning curriculum for
hazardous waste site worker health and safety training.
International Journal of Information and Communication
Technology Education, 5(1), 62-73.
This study is targeted at providing insight and knowledge to
individuals and organizations responsible for computer-based
simulation training. The specific target audience addressed in
the paper is hazardous waste site workers. In this study the
authors present the simulation’s development, implementation
and assessment for learning health and safety issues related to
hazardous waste.
Within the article the authors discuss the application and
learning utility of a computer-based simulation to conduct
small-group hazardous waste health and training. The literature
review provides four foundational components to the training.
First, is to anchor the knowledge in authentic situations and
activities. Second, situate the knowledge in multiple contexts.
Third, create cognitive flexibility by ensuring that information
is seen from multiple perspectives, and finally, set the stage but
have the participants collaborate and generate knowledge for

5. themselves.
The development and implementation for the study spanned a
four year period and included a diverse set of learners. Once
underway, trainee and trainer feedback was used to assess the
success and utility of the simulation. The evaluation was
organized into three areas: 1. Usefulness of the simulation for
training, 2. Value of the training format, and 3. Usefulness in
supporting the pre-defined curriculum.
The authors conclude that the responses from both trainees and
trainers validate broad agreement on the educational usefulness
of the simulation modules. Additionally, they go on to report
that the computer based simulations provides significant
advantages to traditional training in the areas of safety, cost and
efficiency. However, in closing they emphasize that the
simulation should serves a single component to an overall
blended learning experience.
Lauren, M. K. (2002). Firepower concentration in cellular
automaton combat models -- an alternative to lanchester. The
Journal of the Operational Research Society, 53(6), 672-679.
This paper provides a very interesting and well informed
approach to developing firepower concentration in cellular
automaton combat models based on first-order differential
equations. It investigates the probability of various factors on
the battlefield to predict the attrition ratio of combat forces
through the use of combat modeling. The author proposes a new
methodology that leverages historical agent-based models,
which are placed into combat simulations, to generate measured
result for environmentally specific outcomes. The historical
approach is based on the work of Mr. F.W. Lanchester from
1914. His proposals have served as the groundwork for many of
the mathematical analysis methods that have been used to
predict the outcome of warfare for the past century.
The equations presented in the model deal with force strength
and kill ration of red and blue forces. The author also references
other notable military luminaries as a foundation for the model.

6. The two previously documented models presented in the paper
are the cellular automaton model and the Irreducible Semi-
Autonomous Adaptive Combat Model or ISAAC. Although these
models provide mathematical rigor, the author contends that
they are difficult to apply in real-world scenarios individually.
This argument becomes the basis for the bi-model approach
presented in the paper.
The key result from the study is that after applying the proposed
bi-model effects to the military engagements, more realistic
outcomes are obtained. In some cases it might be possible
although improbable that a dispersed red force may be able to
concentrate firepower and unexpectedly destroy the blue force.
Particular reactions by either side can dramatically affect the
outcome of the engagement. The author contends that the
approach presented in the paper takes into account the human
component of warfare and discards Lanchster’s treatment of the
forces as a lifeless mass that result in an inability to predict the
full range of potential outcomes.
Herrington, J., Reeves, T., & Oliver, R. (2007). Immersive
learning technologies: Realism and online authentic learning.
Journal of Computing in Higher Education, 19(1), 80-99.
This paper examines how learning technologies such as virtual
reality and advanced computer applications can create realistic
simulation environments that offer invaluable training for
military operations. The authors propose the question of how
realistic do problems need to be in order for effective learning
to occur. The background information presents the historical
argument that problems must be real or that simulations should
possess a near physical similarity to an actual context in order
to produce effective learning. However, the authors find
through their research that cognitive realism, that is a result of
immersing students in engaging and complex tasks, is of greater
value to learning than merely application of the historical
context.
In the introduction the authors provide a comprehensive

7. perspective of the concepts of reality, virtualization, and the
relationship to the human learning process. Based on the
information presented it is clear that the general consensus is
that situational learning affords the learner the most effective
results. In more recent times however, the use of simulations
has augmented the situational learning process as means to
improve efficiency and productivity.
The paper next highlights the measured value of realistic
simulations with examples from the space exploration, aviation
and medical training environments. Then the authors present
how cognitive realism is applied to online training. The
suggested value of applying cognitive realism is the reduction
of resources necessary for the training, and usage of realistic
and engaging ideas by the learner.
The finding of the study concluded through the use of
participant surveys, that the savings in cost and logistics of this
proposed system provided significant benefits over using real
situations. By applying the realistic scenarios, with immersive
type situations, the resulting cognitive realism may provide
specific training objectives to be achieved at a very low cost to
the organization. In closing the author points out that while the
technologies and techniques provided do enhance the learning
process, it is ultimately the responsibility of the learner to
decide the steps necessary to complete the specific task
assigned.
Thilmany, J. (2004). Intelligent outfits. Mechanical
Engineering, 126(12), 84.
The article provides interesting thought and insight into the
application of Nano bioscience to modern military equipment
that can be applied to the combat environment. The information
is based on research conducted at Arizona State University in
the development of a smart bodysuit. Based on the current work
at the university, two prototypes have already been developed,
one for civilian and one for military usage.
The article explains that the military version of the suit also

8. includes a fuel cell that is capable of powering some of the
soldier’s operational equipment. The idea behind the
development of the suit is to provide a monitoring and response
capability through an automated real-time process of
determining bodily requirements. Through a series of sensors,
the suite is able to assess a set of physiological and
environmental factors such as temperature, perspiration, and
blood-glucose levels of the individual. The body suite
demonstrates how electronics and fluidics can be incorporated
into clothing to perform a wide range of tasks according to the
developer.
The author points out that one of the many potential military
uses of the suit includes alerting the soldier of exposure to
biological or chemical agents as well as monitoring user vital
signs. As the technology advances the application of drugs or
insulin in response to cues from the body may also be
developed. In closing the developer points out that through
network download, it is possible to execute real-time
modifications such as changing the colors or patterns of the
fabric to suite the appropriate environment. While this
technology is still evolving, the potential value to the military
operator is significant given the transition to our network
centric operational environment.
Singer, P. (2010). Meet the sims. Foreign Policy, 4(178), 91-95.
This paper provides a detailed discussion and
understanding of the current trend to leverage computer gaming
for improving individual military operational performance. The
author presents the term “militainment” as an overarching
concept applied to the process. He contends that this current
model of video game based military training programs will have
an enormous effect on both the future warriors as well as the
perceptions of the general public.
The author identifies the historical link between games and war
dating back over 3000 years as a means to sharpen warrior
skills. However, in modern times a genuine concern quickly

9. arises from both the ubiquity of computer games and the
apparent minimal concern for the increasing violence they
present. The issue at hand is the potential blurring of lines
between entertainment and war. The author goes on to provide
some insightful statistics concerning the use and distribution of
modern computer war-games leaving little question for the
breadth of consumption for this technology.
The author also discusses in detail the development of the U.S.
Army’s recruiting tool game called America’s Army, and how
that product morphed into a significant market hit in addition to
serving as recruiting tool. As more advanced training software
is discussed, the author points out that it becomes more difficult
for the user to determine where the game ends and the war
begins. The real issue of concern is the psychological
implications of an individual’s ability to possess or not possess
feelings of guilt or remorse following the killing of another
human being as opposed to a virtual death. This argument is a
primary concern for those who question the militainment
approach to training fighting personnel. The author contends
that in addition to the value to the military in the usage of this
technology; the public perception of war is being modified as a
result of the distribution of this software. While the paper
provides no conclusive finding or recommendation, it does
present many critical viewpoints to allow the reader to evaluate
the potential risks and values of the use of this technology.
Cane, S., McCarthy, R., & Halawi, L. (2010). Ready for battle?
A phenomenological study of military simulation systems. The
Journal of Computer Information Systems, 50(3), 33-40.
This study is attempting to answer the question of whether there
is a task to technology fit for the use of simulation training in
military operations. More specifically the research examines
whether military officers experience an appropriate fit between
the simulations with which they were trained and the tasks that
they were assigned. This value is measured by their perception
of improved performance and how well the simulation supported

10. their individual activity.
The authors assign three types of military simulations, live,
virtual, and constructive. However, they go on to point out that
while there have been previous quantitative studies in this field;
there have been few if any on the task-technology fit. It is
proposed that the research presented will more precisely
describe and understand the meaning and critical dimensions of
task-technology fit. The authors contend that the benefit of this
research could reduce spending cost, improve functionality and
effectiveness of training, and provide benefits beyond the
military community.
The review of the literature presented in the paper provided a
strong argument for various models that support the task-
technology fit concept. The authors point out that while there
are many articles espousing the benefits of simulation for
training, there is little empirical research on the effectiveness of
this training for management and leadership. The paper then
transitions into the specific methodology of the research. The
two research questions presented are distilled into what
experience is gained that enables decision making, and do
military commanders undergoing this training perceive it as
effective.
While the study concluded that the simulation model did
provide effective training, it also left numerous questions
unanswered. The authors stated that this research may serve to
uncover capabilities of the technology for the user. However,
they state that there is still not a clear outcome to the researcher
or developer. Therefore they propose additional research should
be focused on software simulation design and conclude that this
research is necessary to address these unanswered questions.
Wray, R.E., Laird, J.E., Nuxoll, A., Stokes, D., & Kerfoot, A.
(2005). Synthetic adversaries for urban combat training. AI
Magazine, 26(3), 82-92.
This paper describes the required components for developing
synthetic adversaries in an urban combat training environment.

11. The authors introduce a prototype computer game application
called MOUTBots to define, implement, and test basic behavior
patterns to develop the requirements for these virtual
adversaries. As a means to reduce the cost and expand the
experience beyond physical mock-ups, the authors state that
developing immersive virtual trainers for military operations in
urban terrain (MOUT), provides a feasible alternative to the
user. However, in order to maximize effectiveness the authors
contend that these virtual adversaries must exhibit responsive
behaviors.
According to the authors six high-level requirements drove the
implementation of intelligent synthetic adversaries: 1.
competence, 2. taskability, 3. observational fidelity, 4. behavior
variability, 5. transparency, and 6. minimal computational
footprint. Each of the requirements is explained in the
document. The authors then provide examples of existing
research that support their approach and highlight the unique
differences for MOUT training. These differences include a
compressed time scale, loose mission structure, teamwork and
coordination, indoor special reasoning, and behavior variability.
Through the use of computer game technology the researchers
were able to develop MOUTbot entities without the use of high-
fidelity simulators. The existing architecture was leveraged to
provide efficient execution, allowing a full complement of
opponents to run within the simulation on standard PC
hardware. According to the authors these MOUTBots combined
the strengths of human behavior with game technology to
demonstrate that realistic, autonomous, and intelligent agents
that can meet the requirements of virtual interactive training.
The authors do state however that additional research will be
required to achieve a higher level of realism as both warfare and
technology evolve.
Murthy, N., Challagalla, G., Vincent, L., & Shervani, T. (2008).
The impact of simulation training on call center agent
performance: A field-based investigation. Management Science,

12. 54(2), 384-399.
This paper presented an interesting and in-depth study
comparing the value of simulation training to role-play training
for call center agent performance. According to the authors
traditional role-based training is grounded in behavior modeling
that entails observation, practice, and feedback. Simulation-
based technologies offer enhancements to behavior modeling
that are not available in role-based training. The study collected
data from call center personnel at two Fortune 50 firms and
examined on-job performance metrics to evaluate the
effectiveness of this simulation training.
In the introduction the authors present the case for the
criticality of identifying efficient and effective training
techniques for the call center community. This is followed by a
detailed synopsis of the traditional training process used within
the industry to date. For this study the simulation training
follows a three step process that includes observation,
modularized practice with feedback, and integrated practice
with feedback. Each step is detailed in the paper.
The authors present details for the theoretical underpinnings of
the behavior modeling that is foundational to the training
process. The adaptive character of thought (ACT) theory forms
the hypothesis developed in the paper. The research suggests
that the closer the training experience is to the real job
situation, the greater the transfer of knowledge and skills.
The authors conclude from the research that after controlling
such factors as the trainee’s learning and technology
orientation, age, education, and experience, the results showed
that simulation-based training was superior in both accuracy
and speed of processing customer calls. Additionally, the
relative superiority of simulation training improves as the tasks
increased in complexity. According to the authors future
research should explore tasks beyond those addressed in this
study and attempt to define the boundary conditions for the
effectiveness of this training.

13. Hunsaker, P.L. (2007). Using social simulations to assess and
train potential leaders to make effective decisions in turbulent
environments. Career Development International, 12(4), 341-
360.
This paper examines the limitations and opportunities of
applying current computer-assisted technology to social
simulations for assessing and developing leaders’ decisional
effectiveness in turbulent environments. The study presented
two environments for measuring the leaders’ decision making
ability. One is a military combat command and the other is a
lunar space colony. The justification for the study was based
largely on what the author contends is the need for cost
effective ways for organizations to assess and train leaders to
make effective decisions in these turbulent environments.
The authors hypothesis is that social simulation can serve as an
effective tool to train and assess leaders in their decision
making process. The methodology for the study is based on an
individual’s prior exposure to a wide variety of stresses in an
unfamiliar setting. This provides a reliable measure of
generalized behavior that may be expected to be carried over to
similar situations in other environments.
The two scenarios presented in the study provided well
documented and accurate portrayals of proposed environments
and included appropriate levels of complexity and stress for the
subjects. The data collection and the analysis of the information
permitted the comparison and measurement of multiple
variables that were critical to the finding. The author highlights
the criticality of leadership assessment as an integral component
to the decision making framework.
As a result of the research, the author concludes that social
simulations are a cost effective way to train and evaluate
leaders in their ability to make decisions in turbulent
environments. The data indicated that individuals with high
levels of cognitive complexity and incongruity adaption are
more likely to be successful in these turbulent environments.
More stable and structured environments tend to favor

14. individuals with lower levels of incongruity adaptation and
cognitive complexity. The author proposes additional research
by applying the model to more sophisticated computer
technology as it becomes available.
Baily, C. (2009). Reverse intergenerational learning: a missed
opportunity? AI & Society, 23(1), 111-115.
This paper provides an unusual and novel approach to teaching
pedagogy that proposes a model that supports older individuals
learning from younger people generally in a business
environment. The author states that currently technology is
often used to bridge the gap between young and old. She goes
on to point out that based on several factors younger technology
users often possess greater skills with the technology and as a
result may offer knowledge to the older user. To provide
context for the study the author divides users into four age
groups.
The author presents the commonly accepted generational
groupings of traditionalists, baby boomers, generation X, and
generation Y. She goes on to classify specific characteristics
associated with each group, their ages, and how each one
presents their own set of unique attitudes and expectations to
the workplace. In the traditional teaching pedagogy the more
experienced older workers teach the younger members of the
team. However, as the pace of technological development has
increased, it is often the case where the younger worker has a
greater knowledge of the new technology and is able to coach
the more senior colleague. This approach is referred to as
reverse mentoring.
Reverse mentoring is considered to be mutually beneficial
as the young person learns skills from the older person such as
business strategy and knowledge and the older person learns
information technology and sensitization skill. The author then
points out that this reverse intergenerational learning does not
currently possess broad acceptance in the business environment
today and that where it is accepted, it is generally limited to a

15. one way transfer of technological knowledge. She then declares
that this failure to adopt this reverse intergenerational model is
a potential missed opportunity for businesses and their
leadership.
The author concludes by summarizing the potential value that
could be gained by organizations through improvement to
internal communications processes such as reverse
intergenerational learning. She contends that junior employees
can offer numerous advantages based on their diverse
knowledge base and skill set. In support of this approach she
asserts that organizations that do leverage the knowledge of all
four generations will experience both social and financial
benefits over those that do not.
Foreman, N., Korallo, L., Newson, D., & Sarantos, N. (2008).
The incorporation of challenge enhances the learning of
chronology from a virtual display. Virtual Reality, 12(2), 107-
113.
This study investigated a method for enabling rapid learning
through associated semantic information recall using a method
of observing successive images presented on a graphical user
interface. The technology presented in this study is called
virtual environment (VE) and leverages three dimensional (3D)
graphical environments to allow users to process historical
sequential events. The effort is targeted at improving the
teaching and learning of history and other memory specific
tasks using multimedia technology.
The author states that conveying notions of historical
chronology has always posed difficulties for teachers and
students. The retention of specific dates and events normally
involves the use of book reading and worksheet writings as
primary learning tools. However, in this study participants
were provided three mediums for learning historical information
and then an evaluation of each medium was conducted. The
mediums included text based verbal controls, images in
Microsoft PowerPoint on a computer screen, and 3D images or

16. VE displayed on a computer screen.
The author’s point out that from previous studies using VEs as a
learning tool the results have delivered mixed outcomes.
Specifically, younger age groups appeared to be suppressed by
the VE medium, while older participants tended to relate the
experience to a computer game and retained more information
compared to the other mediums. The authors state that the study
results do in fact present a reliably conclude that there is a
benefit to using VE when compared to PowerPoint. This
indicates that the simple use of a computer display is not
responsible for the advantage. The design of VEs for teaching
purposes should also take into account the fact that of specific
memory storage is often difficult to access by means of written
text. Therefore designers must consider the material content as
they design the VE. In conclusion the authors propose that as
additional research is conducted it may be appropriate to apply
the value of VE to other memory intensive disciplines such as
medicine, science, and religion.