Volume 13, issue 3, july 2012 review of i

1. Volume 13, Issue 3, July 2012 Review of
International Comparative Management 378
Executive Coaching – Instrument for Implementing
Organizational Change
Camelia ENESCU
Delia Mioara POPESCU
1
Keywords: coaching, executive coaching, management, human
resources,
organizational change.
JEL classification: M12, M14, M54, Z13.
Introduction
A real challenge of coaching is the organizational environment
and the
executive. When the latter faces a challenge in the management

2. process, depending
on the approach of the issue in question, it can spell opportunity
or danger. In this
context, making the decision to delegate competencies as well
as identifying then
people who should help in solving the problems is quite an art.
Over the past decades, it is become more and more obvious how
hard
manual labor is being replaced by knowledge-based activities.
Management is no
longer seen as responsible with maintaining the activity of the
organization, but as
an engine that drives the labor force. In essence, the
management itself is
undergoing a radical change process.
1
Delia Mioara POPESCU, Valahia University, Romania,
Email: [email protected], Telephone: +4 0745 762 036
Camelia ENESCU, Valahia University, Romania,
Email: [email protected], Telephone: +4 0746 789 030
Abstract
Executive coaching has seen a real expansion worldwide due to
a new
approach of management in the age of information. It is an
efficiently used method

3. within organizations, with a view to inspiring top managers in
implementing and
ascertaining changes in the behavior of those around them, in
order to initiate and
uphold changes in the organization and improve results.
This article proposes two levels of analysis from the viewpoint
of the
implementation of coaching, and executive coaching
respectively, in organizations,
throughout the changing process: the analysis of individual
perceptions and their
effects among employees as well as the institutional, structural,
approach of change at
the level of the human resources in the organization,
mentioning risks that can often
be noticed in Romanian organizations.
The last part describes the perspectives from which mindful
change is seen at
the level of an organization, by describing the theory of mindful
change meant to
facilitate the interpretation and understanding of the way in
which both people and
organizations can approach change. This theory is instrumental
in the coaching
process. The final part of the work lines up a series of
conclusions in approaching
organizational change through the coaching process.
mailto:[email protected]
mailto:[email protected]
Review of International Comparative Management
Volume 13, Issue 3, July 2012 379

4. Changes in the nature of labor are not just radical but
omniscient
worldwide, which encourages leaders to perpetuate the effects
of this new approach
of their operations in an arena of competition-driven battle.
Globally, holding the
secret of the competitive edge, which can be achieved by
empowering the social
fabric of the company, can represent a path towards new
opportunities. Therefore,
acknowledging the human potential of the organization as an
engine of the very
existence and development of the activity is inevitable. In this
setting, coaching
offers answers that help to overcome the professional
obstructions specific to each
hierarchical level in the organizati on.
1. The coaching concept in the setting of organizational change
Throughout the transition process of the organization, coaching
is a
method that has at its core respecting people and their
individual feelings, as they
are perceived as “not merely cogs in the business machine”
(Goldsmith&Lyons,
2005). Rooted in the art of conversation, coaching evolves as a
natural carrier of
leadership.
In order to reach the proposed targets and implicitly, go through
the vital
steps for the process of change with the help of coaching, it is

5. necessary to
understand one’s interlocutor, with both limitations and strong
points.
The key to establishing a successful relation with new clients
and also maintaining
relations with existent clients is in the coach’s ability to enter
the shoes of the
interlocutors, to see the world from their perspective and
understand their real
problems. The present context of continuous change in the
economic environment
and the complexity of the transformation of the labor force have
seen professionals
in human resources faced with various situations regarding the
competitiveness of
their companies in report with the labor force demands and the
targets of the
organization. This fact led to a re-evaluation of the needs of the
organization but
also of its demand in the human resources domain.
To facilitate the understanding of the situations that arise in an
organization, management theoreticians Bolman and Deal
proposed the model of
the 4 frameworks, evoking perspectives for organizational
framework analysis
which seem complex, ambiguous or confusing (Moral&Abbott,
2009). These four
proposed analysis frameworks are:
- this framework refers to the architecture of the
organization, including forging departments and work groups
from the
perspective of the roles and formal relations, the coordination,
the
quality of the control together with the messages concerning the

6. targets
of the organization and its mission. From this perspective, it is
necessary to understand the position of the employee, whether a
person
or a group, within the organization both from the point of view
of the
formal relations as well as of the reports regarding the targets.
-social- this framework sees the organization as a
large extended
family, whose members empathize with the human strengths,
limitations, emotions, fears and desires. The analysis focuses on
the
needs and attitudes of individuals during the work process and
the way
in which these needs are satisfied.
Volume 13, Issue 3, July 2012 Review of
International Comparative Management 380
- the political framework sees the work place as a
jungle. The
organization represents a competition-driven environment with
limited
resources, contrasting interests and opinions in the setting of
constant
struggles for power, prestige and advantages.
- the analyzed symbolic framework
includes
information on the language of communication within the
organization,
the symbolic or legendary characters or events being promoted,
the

7. existence of strong departmental sub-cultures, the distribution
of the
management and employees according to sexes and their role in
the
organization.
Coaching providers should find this model useful, seeking to
understand
the perspective of the human resources departments, of the
organization or the
managers. Perceiving the human resources domain only from
the perspective of
just one of the above mentioned frameworks would lead to
incomplete or erroneous
conclusions and would drive coaching providers to wrongly
interpret the situation
or overlook certain factors that can be crucial. Therefore, a full
picture, which takes
into consideration the importance of each perspective at
individual and group level
but also the effects of obstructing one of the frameworks, is to
be desired.
The desired and sustained changes in the behavior, thoughts,
feelings or
perceptions of an individual are highly discontinuous. In time,
and with continuous
effort, these changes appear intrinsically as emerging or
catastrophic changes, but
it is experience which has relevance and reveals the core of the
necessity for
change. Self- awareness or self-care and awareness of the social
or natural context
are at the opposite pole from the degree of surprise or discovery
(Woodman &
Pasmore & Shani, 2009). When people are much more attentive,
they experiment

8. the change process as a set of smooth and natural transitions.
The coach can help a
person to consciously perceive these intermediary steps. He or
she can induce the
steps through questions, displaying a supporting attitude or
offering understanding.
The bond between the emotional investment and intellectual
knowledge
during the process of change represent individual, successful
and accomplished
fuels. Change in itself does not represent a lasting, repeatable or
replicable process
and will remain evasive in case the success ingredient has a
momentary character
(Doyle, 1999, p.47). Former American secretary of state Colin
Powell described
this state that is necessary for change or induces the
achievement of targets in an
extremely real and unpredictable way: “the alliance of the heart
and mind” (Oren,
2003, p.176). When all these ingredients can be found in a
coach, we, who are
around, call them charisma, charm, leadership, presence or
genuine care.
2. Change and executive coaching- sustainable processes
in the development of an organization
The process of executive coaching represents basically a
relationship, a
dialogue which includes the insertion of coaching into the
behavior of the
executive, into the change process. Peter Bluckert established a

9. set of six principles
Review of International Comparative Management
Volume 13, Issue 3, July 2012 381
with applicability to all types of coaching, being specific
mainly in exercising the
executive coaching process (Bluckert, 2006, p. 4):
e and potential
The author believes that raising awareness is an essential
precursor of
change, nevertheless, it does not guarantee it, while inducing
responsibility is the
central point in coaching and the change process.
In the absence of a clear direction and suitable leadership, mid-
level
employees and managers can experience feelings of bitterness
and frustration and
hope for a change in the executive or leadership of the team
they belong to. All
these aspects can often trigger crisis. The lack of reaction to a
crisis can be an
option, but it is not recommended. The decision to start change
is made function of
the performances of the team or the organization. This

10. organizational climate and
this type of behavior of middle managers is often found in
Romanian
organizations, especially those with state capital, which would
require the
implementation of medium and long-term strategies in a climate
of management
continuity, vision and objectivity.
The executive coaching process “can be easily seen as an
adventure in
which the phenomenology of the coaching relation is examined”
(Stober & Grant,
2006, p.278), in which subjects express internal turmoil of fear,
anxiety and
insecurity, while the purpose of this adventure is to gain
courage and self-respect.
In this way, the results of the change of the organizational
climate, but also of the
society and community the subjects live in, are generated.
In an organizational setting that involves focusing
simultaneously on
economic, social and environmental performances, reaching the
sustainability of
the change process desired by the organization implies
identifying the optimum
balance within a complex system which contains mutually
dependent approaches.
Sustainable development represents a model of using resources
meant to
fulfill human needs both in the structure of the organization and
from a temporal
perspective.

11. In the upper part of Figure 1, natural resources are pictured
from the point
of view of sustainable development, while the targets of this
sustainable
development (economic prosperity, social equality and the
quality of the
environment) being pointed out on the left. Placing focus on the
preservation of the
natural resources, on the right, the elements of sustainability
needed for
maintaining the balance of the ecosystem (Woodman &
Pasmore& Shani, 2009,
pp. 158-162) are reflected, based on the three key elements:
productivity, human
use and natural disturbances. Moderately unsteady values can
lead to a growth in
productivity, but a rather high unbalance can have a negative
effect of productivity.
Volume 13, Issue 3, July 2012 Review of
International Comparative Management 382
Sustainable Development (Natural Resources)

12. Sustainable Development (Human Resources)
Figure 1. Example of sustainable development (Natural and
Human Resources)
As illustrated in the lower part of Figure 1, sustainable
development in the
setting of human resources can be seen as the simultaneous
fulfillment of several
targets. As far as sustainable change is involved, there ar e other
three domains that
require balance, passion, desires and values in reaching the
perceived goal, more
than the economic, social and environment domains. These three
domains are key
components of a person’s individual ideals and an important
source of motivation
for individual change.

13. The needed elements for maintaining the balance in reaching
the desired
change are elements that interact in supporting the human
resources via a process
that is similar to the one of balancing the natural resources.
Development and renewal represent a process of reinforcing or
repositioning the
personal individual capacities and sacrifice refers to using these
capacities for
fulfilling the responsibilities and assuming accountability
regarding crisis,
obstacles and other types of stress that can affect efficiency
over time. Insistences
represent minor or major discontinuities in a person’s behavior
and can have both
positive and negative effects.
Economic Environment
Social
Ecosystem Balance
Human
Use

14. Natural
Distrubance
Productivity
Passions Purpose
Values
Sustained Desired Change
Sacrifice
Wake Up
Calls
Development /
Renewal
Review of International Comparative Management
Volume 13, Issue 3, July 2012 383
3. Intentional change through executive coaching
The theory of intentional change (Boyatzis, 2006, pp.607-623),
describes
the essential components and processes that encourage the
sustainability and desire
for change in the behavior, thoughts, feelings and perceptions of
a person. The
theory of intentional change represents a window of vision,

15. interpretation and
perception of the way in which people and organizations can
approach change and
how it can become instrumental in the coaching process. The
model comprises five
stages or discontinuities, called “discoveries” (Kolb & Boyatzis,
1970, Boyatzis,
1999, Boyatzis, 2001, Goleman et al., 2002), namely:
- represents the point of departure in
the personal
development process (conceptually called the image of the
personal
ideal) which is reflected in individual aspirations. The
development of
this image has three major components: an image of the
dreamed future,
hope regarding the tangibility of this target and the inclusion of
the
identity of the target, which represents the foundation on which
the
desired image is to be built. The personal ideal is generated by
the ideal
of one’s own ego but also by dreams and aspirations.
rrent reality (2) - since the self’s evaluation degree is

16. often
evasive, there must be a pertinent evaluation reflected by what
the
others see and whom they suppose they interact with. This stage
entails
the evaluation of the weak and strong points of an individual
and
drafting a personal reckoning as a result.
- it comprises
the
personal vision, the targets that make the object of the study
and the
actions carried out in support of these targets. They offer a
setting so
that the person can gather information with a view to reaching
the
desired future as well as measures that must be adopted in this
respect,
by pointing out some clear intermediary targets.
- experimenting and practicing some
new
behaviors, ways of thought and feelings that support the survey
plan. At
its core, this stage aims towards the implementation of the
targets and

17. covering the actions pointed out in the previous stage while
assuming
the risks related to the new behavior patterns.
development (5)
- the entourage represents an essential part of our environment.
Then
relationships that bear the most influence on us often exist i n
groups
that have a certain importance for us. These relationships and
groups
give a certain meaning, specific to our own identity, leading us
to
desired behaviors which also generate reactions and evaluations
concerning our newly adopted behavior patterns. These
interactions
create contexts in which we interpret our own progress in
relation to the
desired changes, having a significant contribution in
formulating the
ideal.
Volume 13, Issue 3, July 2012 Review of
International Comparative Management 384

18. Figure 2. Awareness in intended change
The major impact of applying coaching in the process of
intended change,
often found in the managerial process, can be thus explained.
Similarly, it is

19. necessary to investigate and analyze the coaching relation in
qualitative terms as
well as the competencies that can be found at the level of the
expectations of the
parties that enter into relation.
One can easily notice that at individual level, to fulfill the
dreams
envisioned in one’s own ideals, extremely deep emotional
commitments and
psychological resources previously unimagined can come into
play, and attention
has a determining role in this stage of starting the change
process.
A diagram of the change process (Woodman & Pasmore &
Shani, 2009,
p.152), with the five stages enumerated above, is pictured in
Figure 2, from the
perspective of perception behaviors, by evoking the
contribution of conscious
awareness in front of change of the individual who takes part in
this process, and
respectively, the lack of awareness of the individual in front of
change.

20. (5) Trusting
Relationships
(1)
Ideal Self
(4)
Experiment &
Practice
(2)
Real Self
(3)
Learning
Agenda
(A)
Sustaining High
Level of
Attention
(B)
Novel Action
/ Flexibility
(C)
Reinforcement
Learning
(D)
Routine-Driven

21. Behavior
= Mindful behavior
= Fluid mix of less-mindful
and mindful behavior
Review of International Comparative Management
Volume 13, Issue 3, July 2012 385
Conclusions
Coaching can be seen as a way to facilitate efficient individual
management in order to achieve the desired change, thus
maintaining the balance
between the usage and the development of human capital.
Applied at executive
level, coaching adopts its specific form, namely executive
coaching, and includes
in its process a series of organizational domains that need
change.
As shown in this work, to reach a high span organizational
development,
an entire range of change processes are necessary, both at
individual and

22. organizational level, with a view to supporting and perpetuating
the desire for
change on the hierarchy but also time scale, and in this way the
organizational
culture is reshaped.
The sustainability of organizational change, irrespective of the
factor that
initiated the change, cannot be achieved without the individual
support of the
majority of the staff that makes the human resources of the
organization and this is
achieved through their empowerment to support change,
understanding the
necessity of this change in relation to the universe of every
individual and their
empowerment in relation to each necessary stage. This entire
mechanism can
become functional through the implementation of a type of
management combined
with coaching and by applying executive coaching at top
management and
executive level.
In a fiercely competitive climate, to be able to maintain at a

23. healthy level
and develop the organization against the increasingly sensitive
balance between the
demand and offer which involves consumers, suppliers, human
resources etc., the
process of changing the organization gains the connotations of a
cybernetic system
in which its own results represent the resources of a cyclical
change process.
References
1. Bluckert, P., (2006). Psychological dimensions of executive
coaching,
McGraw-Hill International
2. Boyatzis, R.E., (1999) “Self-directed change and learning as
a necessary meta-
competency for success and effectiveness in the 21st century”,
Keys to
employee success in the coming decades, Westport, CN:
Grrenwood
Publishing, pp.15-32
3. Boyatzis, R.E., (2001). “How and why individuals are able to
develop
emotional intellingence”, The emotionally intelligent
workplace: How to

24. select for, measure, and improve emotional intelligence in
individuals, groups,
and organizations, San Francisco: Jossey-Bass, pp. 234-253
4. Boyatzis, R.E., (2006). “Intentional Change Theory from a
Complexity
Perspective”, Journal of Management Development, 25(7), pp.
607-623.
5. Doyle, J.S., (1999), The Business Coach: A Game Plan for
the New Work
Environment, John Wiley and Sons
Volume 13, Issue 3, July 2012 Review of
International Comparative Management 386
6. Goldsmith, M., & Lyons L., (2005). Coaching for
leadership:the practice of
leadership coaching from the world’s greatest coaches, John
Wiley and Sons
7. Goleman, D., Boyatzis, R.E., & McKee, A., (2002). Primal
leadership:
Realizing the power of emotional intelligence, Boston, Harvard
Business
School Press
8. Kolb, D.A., & Boyatzis, R.E., (1970). “Goal setting and self-
directed behavior
change”. Human Relations, 23(5), pp. 439-457.

25. 9. Moral M., & Abbott G., (2009). The Routledge Companion to
International
Business Coaching, Taylor & Francis
10. Oren, H., (2003). The Leadership Secrets of Colin Powell,
McGraw-Hill
Professional
11. Stober D.R., & Grant A.M., (2006). Evidence based
coaching handbook:
putting best practices to work for your clients, John Wiley and
Sons
12. Woodman, R.W., Pasmore, W.A., & Shani, A.B., (2009).
Research in
Organizational Change and Development, Vol. 17, Emerald
Group Publishing
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26. course-835/week-7/Assignments_beeline.html
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This week, you have 2 assignments to complete.
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27. course-835/week-7/course-835-discussion-page-1.txt
The article on IRB this week discusses broad consent under the
revised Common Rule. When you are doing any sort of research
you are going to need to have your research plan approved by
the University’s institutional review board or IRB. If you have
never heard of this term before, please take a look online and
find a brief summary of what it is about, before you read the
article.
Please answer the following questions in your main post:
What are the main issues that the article addresses?
What is the Common Rule?
How is this issue related to information systems and digital
privacy?
Please make your initial post and two response posts
substantive. A substantive post will do at least two of the
following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the
instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail

28. Share an applicable personal experience
Provide an outside source (for example, an article from the UC
Library) that applies to the topic, along with additional
information about the topic or the source (please cite properly
in APA)
Make an argument concerning the topic.
At least one scholarly source should be used in the initial
discussion thread. Be sure to use information from your
readings and other sources from the UC Library. Use proper
citations and references in your post.
============
Write 250 words.
Use Scholarly articles and APA 7 format.
Mandatory to site the given 2 articles
course-835/week-7/course-835-final-project-pages-7.txt
Risk management is one of the most important components in
empowering an organization to achieve its ultimate vision. With
proper risk management culture and knowledge, team members
will be “speaking” the same language, and they will leverage
common analytical abilities to identify and mitigate potential
risks as well as exploit opportunities in a timely fashion. In

29. order to consolidate efforts, the existence of an integrated
framework is crucial.
This is why an ERM is necessary to the fulfillment of any
organization's goals and objectives. In your final research
project for the course, your task is to write a 7-10 page paper
discussing the following concepts:
Introduction - What is an ERM?
Why Should an Organization Implement an ERM Application?
What are some Key Challenges and
Solution
s to Implementing an ERM?
What is Important for an Effective ERM?
Discuss at least one real organization that has been effective
with implementing an ERM framework/application.
Conclusion – Final thoughts/future research/recommendation
The paper needs to be approximately 7-10 pages long, including
both a title page and a references page (for a total of 9-12
pages). Be sure to use proper APA formatting and citations to

30. avoid plagiarism.
Your paper should meet the following requirements:
Be approximately seven to ten pages in length, not including the
required cover page and reference page.
Follow APA7 guidelines. Your paper should include an
introduction, a body with fully developed content, and a
conclusion.
Support your answers with the readings from the course, the
course textbook, and at least FIVE scholarly journal articles to
support your positions, claims, and observations, in addition to
your textbook. The UC Library is a great place to find
supplemental resources.
Be clearly and well-written, concise, and logical, using
excellent grammar and style techniques. You are being graded
in part on the quality of your writing.
course-835/week-7/Enterprise-Risk-Management-course.docx
Course Information

31. A01 Enterprise Risk Management Spring
Course Format: Online
Course Description
This course goes beyond looking at risk management from the
confines of quantitative topics to cover the full spectrum of
risks that may emerge in enterprises. It covers a more holistic
approach that includes the decisions and actions of employees
in an active enterprise. It uses case studies to demonstrate the
issues and challenges in total risk management. Finally, the
course explore techniques for balancing enterprise risk and
reward to enable performance optimization.
Course Objectives
Upon completion of this course:
Students will be able to provide a rigorous business case for
both business and mitigation risk-reward decision-making
Students will be able to design and implement an appropriate
ERM framework and risk governance structure customized to
any type of organization.
Students will be able to quantify all types of risks, including

32. strategic, operational, financial, and insurance
Students will be able to conduct qualitative risk assessments to
identify/prioritize key risks from among all risk sources.
Students will be able to develop a clear definition of risk
appetite (the aggregate enterprise-level risk limit).
Students will be able to assure the board of directors that key
risks are well understood and managed
Students will be able to understand and satisfy ERM
requirements from rating agencies, regulators, and shareholders
Learner Outcomes
Learn how to perform research identifying and analyzing
technological challenges
Build critical thinking skills to develop and apply solutions that
achieve strategic and tactical IT-business alignment
Develop professional skills and expertise to advance knowledge
in your chosen field or discipline within information technology
Conduct research with professional and ethical integrity

33. Address complex technical questions and challenge established
knowledge and practices in the area
Identify, comprehend, analyze, evaluate and synthesize research
Communicate eff ectively and employ constructive professional
and interpersonal skills
Critically evaluate current research and best practices
Demonstrate IT leadership skills at the team and enterprise
levels following tenets of professional, social, and ethical
responsibility
Recommend IT strategies that support enterprise mission and
objectives
Course Schedule
Weekly
Unit
Readings/Topics
Risk Management and Enterprise Risk Management

34. Beasley, M. S. (2016). What is Enterprise Risk Management?
Retrieved from
https://erm.ncsu.edu/az/erm/i/chan/library/What_is_Enterprise_
Risk_Managemen
Week 1
Jan 04 -
10,
2021
Hopkin, P. (2017). Fundamentals of Risk Management:
Understanding, Evaluatin and Implementing Eff ective Risk
Management (Vol. Fourth Edition). New York: Kogan Pages 96-
103. ( Part Two, Section 08 Enterprise Risk Management )
http://search.ebscohost.com/login.aspx?direct=true&AuthType=
shib&db=e000xna&AN=1446715&site=eds-
live&custid=s8501869&groupid=main&profile=eds_new
Integrating ERM with Strategy
Enterprise Risk Management Integrating with Strategy and
Performance Executive

35. Week 2
(2017, June). Retrieved from
https://www.coso.org/Documents/2017-COSO-ERM-Inwith-
Strategy-and-Performance-Executive-Summary.pdf
Do, H., Railwaywalla, M., & Thayer, J. (2016). Integration of
ERM with Strategy (p.
Jan 11
Retrieved from Poole College of Management, NCSU website:
- 17,
https://erm.ncsu.edu/az/erm/i/chan/library/Integration_of_ERM_
and_Strategy_Case
2021
Risk Management Frameworks
Week 3 Discussion
Week 3 Research Paper
Due: Sunday night 11:59 PM Eastern

36. Lopes, M., Guarda, T. & Oliveira, P. (2019). How ISO 27001
Can
Help Achieve GDPR Compliance. 2019 14th Iberian Conference
Week
on Information Systems and Technologies (CISTI), pp. 1-6.
3
https://ieeexplore.ieee.org/document/8760937?
arnumber=8760937
Jan 18
- 24,
2021
Al-Ahmad, W., & Mohammad, B. (2013). Addressing
Information Security Risks by Adopting Standards.
International Journal of Information Security Science, 2(2), 28–
43.
http://search.ebscohost.com/login.aspx?

37. direct=true&AuthType=shib&db=a9h&AN=93598603&site=eds-
live
Week 4
Jan 25
- 31,
2021
Risk Management Frameworks and Assessment
Mackita, M., Shin, S.-Y., & Choe, T.-Y. (2019). ERMOCTAVE:
A Risk Management Framework for IT Systems Which Adopt
Cloud Computing. Future Internet, 11(9), 195. Retrieved from
https://doi.org/10.3390/fi11090195

38. Puchley, T., & Toppi, C. (2018). ERM: Evolving from Risk
Assessment to Strategic Risk Management.
HFM (Healthcare Financial Management), 1–5.
Week 4 Discussion
Week 4 Research Paper
Due: Sunday night 11:59 PM Eastern
Risk Management Forensics
Week 5 Discussion
Week 5 Research Paper
Due: Sunday night 11:59 PM Eastern
Week 5
Feb 01
- 07,
2021

39. Hou, J., Li, Y., Yu, J. & Shi, W. (2020). A Survey on Digital
Forensics in Internet of Things IEEE Internet of Things Journal,
I(1),1-15,.
Chen, J. & Zhu, Q. (2019). Interdependent Strategic Security
Risk Management with Bounded Rationality in the Internet of
Things. IEEE Transactions on Information Forensics and
Security, 14(11), 2958-2971
Schiller, F., & Prpich, G. (2014). Learning to organise risk
management in organisations: what future for enterprise risk
management? Journal of Risk Research, 17(8), 999–1017.
https://doi.org/10.1080/13669877.2013.841725
Borek, A. (2014). Total Information Risk Management:
Maximizing the Value of Data and Information Assets (Vol.
First edition). Amsterdam: Morgan Kaufmann
Digital Forensics
Week 6 Discussion

40. Week 6 Research Paper
Executive Program Practical Connection Assignment
Due: Sunday night 11:59 PM Eastern
Montasari, R., & Hill, R. (2019). Next-Generation Digital
Forensics: Challenges and Future Paradigms. 2019 IEEE 12th
International Conference on Global Security, Safety and
Sustainability (ICGS3), Global Security, Safety and
Sustainability (ICGS3), 205.
https://doi.org/10.1109/ICGS3.2019.8688020
Week 6
Feb 08
- 14,
2021
Sahinoglu, M., Stockton, S., Barclay, R. M., & Morton, S.
(2016). Metrics Based Risk Assessment and Management of
Digital Forensics. Defense Acquisition Research Journal: A
Publication of the Defense Acquisition University, 23(2), 152–

41. 177. https://doi.org/10.22594/dau.16-748.23.02
Nnoli, H. Lindskog, D, Zavarsky, P., Aghili, S., & Ruhl, R.
(2012). The Governance of Corporate Forensics Using COBIT,
NIST and Increased Automated Forensic Approaches, 2012
International Conference on Privacy, Security, Risk and Trust
and 2012 International Conference on Social Computing,
Amsterdam, 734-741.
IT Governance and IT Risk Management Practices
Week 7 Discussion
ITS835 Final Project
Due: Sunday night 11:59 PM Eastern

42. Vincent, N. E., Higgs, J. L., & Pinsker, R. E. (2017). IT
Governance and the Maturity of IT Risk Management Practices.
Journal of Information Systems, 31(1), 59–77.
https://doi.org/10.2308/isys-51365
Week 7
Feb 15
- 21,
2021
Risk Inventory
Etges, A. P. B. da S., Grenon, V., Lu, M., Cardoso, R. B., de
Souza, J. S., Kliemann Neto, F. J., & Felix, E.
A. (2018). Development of an enterprise risk inventory for
healthcare. BMC Health Services Research, 18(1),
N.PAG.https://doi.org/10.1186/s12913-018-3400-7
IRB
Implementing Regulatory Broad Consent Under the Revised

43. Common Rule: Clarifying Key Points and the Need for
Evidence. (2019). Journal of Law, Medicine & Ethics, 47(2),
213–231. https://doi.org/10.1177/1073110519857277
The Future of ERM
Week 8 Discussion
Due: Thursday night 11:59 PM Eastern
5
Schiller, F., & Prpich, G. (2014). Learning to
organise risk management in organisations: what
Week
future for enterprise risk management? Journal of
8
Risk Research, 17(8), 999–
Feb
1017. https://doi.org/10.1080/13669877.2013.84172

44. 22 -
26,
2021
*SHORT WEEK,
Check with instructor for last day of class and
last day to submit assignment

45. course-835/week-7/Objectives_beeline.html
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By the end of this week, you should be able to: Understand
IRBLearn the importance of IT governanceAnalyze risk
inventoriesDescribe some IT risk management best practices
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course-835/week-7/Reading Assignments_beeline.html
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IT Governance and IT Risk Management Practices"
Vincent, N. E., Higgs, J. L., & Pinsker, R. E. (2017). IT
Governance and the Maturity of IT Risk Management Practices.
Journal of Information Systems, 31(1), 59–77.

48. https://doi.org/10.2308/isys-51365
Etges, A. P. B. da S., Grenon, V., Lu, M., Cardoso, R. B., de
Souza, J. S., Kliemann Neto, F. J., & Felix, E. A. (2018).
Development of an enterprise risk inventory for healthcare.
BMC Health Services Research, 18(1), N.PAG.
https://doi.org/10.1186/s12913-018-3400-7
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course-835/week-7/Reading IRB and Protection of Human
Subjects_beeline.html
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While this reading is not part of ERM, it does deal with risk -
and the risk to human subjects. When you work on your
dissertation, you will have to get approval from UC's IRB
board, so it's helpful as you work through your class to get
familiar with what you will need when beginning to work on
your dissertation.
Implementing Regulatory Broad Consent Under the Revised
Common Rule: Clarifying Key Points and the Need for

50. Evidence. (2019). Journal of Law, Medicine & Ethics, 47(2),
213–231. https://doi.org/10.1177/1073110519857277
There is a lot more information at the Graduate School, so get
acquainted with all the resources
available: https://www.ucumberlands.edu/gradschool
Make sure to click the link Explore the Dissertation Process for
much more
information: https://www.ucumberlands.edu/gradschool/disserta
tion
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course-835/week-7/Reminder_ Plagiarism_beeline.html
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Students - Plagiarism will continuously be checked even after
the term is over. Should plagiarism be confirmed, one of the
consequences will apply. This could potentially change your
final grade. YES - your grade can be changed after the term is
over!
As a reminder, before completing the final research paper,

52. please review UC's academic honesty policy again:
Academic Integrity/ Plagiarism (This information is included in
all syllabi at University of the Cumberlands)
At a Christian liberal arts university committed to the pursuit of
truth and understanding, any act of academic dishonesty is
especially distressing and cannot be tolerated. In general,
academic dishonesty involves the abuse and misuse of
information or people to gain an undeserved academic
advantage or evaluation. The common forms of academic
dishonesty include:Cheating – using deception in the taking of
tests or the preparation of written work, using unauthorized
materials, copying another person’s work with or without
consent, or assisting another in such activities.Lying –
falsifying, fabricating, or forging information in either written,
spoken, or video presentations.Plagiarism—using the published
writings, data, interpretations, or ideas of another without
proper documentation.
Plagiarism includes copying and pasting material from the
Internet into assignments without properly citing the source of
the material. Plagiarism can happen by mistake - so you need to
be careful!
Episodes of academic dishonesty are reported to the Vice
President for Academic Affairs. The potential penalty for
academic dishonesty includes a failing grade on a particular
assignment, a failing grade for the entire course, or charges

53. against the student with the appropriate disciplinary body.
Plagiarism Offense // Consequence:First Offense // 0 on
the assignmentSecond Offense // Removal from course = F for
course gradeThird Offense // Dismissal from University
Remember - Self-plagiarism is still plagiarism and not allowed
– you cannot use previous class work from this or any previous
courses whether or not it was originally submitted to University
of the Cumberlands. SafeAssign is an international global
database - meaning it checks for plagiarism across the globe.
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course-835/week-7/Week 7 Overview_beeline.html
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In week 7, students will examine maturity models in IT
governance and look at some risk management best practices.
Additionally, students will examine ways on how to analyze and
understand risk inventories. Lastly, students will examine risk
from a human perspective focus and how rules govern the
protection of human when participating in research.

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course-835/week-7/Week 7 Preview_beeline.html
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Welcome to Week 7, CLASS!
I trust, we had a good week!
Please review the following article to know more about
Enterprise Risk Management.
https://www.pmi.org/learning/library/enterprise-risk-
management-application-implementation-5831
The activities this week will help us to know about the role of
IRB in the dissertation, which include:
When conducting research, we must sometimes gain permission
from the governing body. In research, we call this the
Institutional Review Board (IRB).
For Discussion, please ensure we respond to the prompts in our
own words. If we need to quote or use content from a source,
ensure that we paraphrase the information to demonstrate our

57. knowledge of the content. Remember to ENGAGE the other
students in the class in dialogue, as they are discussion thread.
• Providing the ITS835 Final Project Assignment: Be sure to
answer each question and site your work to support your
position.
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course-836/week-7/Assignments_beeline.html
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This week you have 1 assignment to complete.
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course-836/week-7/course-836-discussion-page-1.txt
There is much discussion regarding Data Analytics and Data
Mining. Sometimes these terms are used synonymously but
there is a difference. What is the difference between Data
Analytics vs Data Mining? Please provide an example of how

59. each is used.
=====
Write 250 words.
Use Scholarly articles and APA 7 format.
Mandatory to site the given articles in Reading
Assignments_beeline
course-836/week-7/Formalizing Your Information Technology
Dissertation_beeline.html
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61. Dr. Steven Brown, PhD IT Program Director, has created a
presentation on how to move on from the topic to examine the
next stage in a doctoral dissertation, and where research
questions will flow from.
https://us-
lti.bbcollab.com/recording/ec59190a6535499ca19e8466dc7d2aa
5
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course-836/week-7/Objectives_beeline.html
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By the end of this week, you should be able to:Describe data
miningIdentify types of data mining toolsExplain how data
mining and analytics work together
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63. course-836/week-7/Reading Assignments_beeline.html
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Buntine, W. (2020). Machine learning after the deep learning
revolution. Frontiers of Computer Science, 14(6), 1.
Cunha, M. N., Chuchu, T., & Maziriri, E. T. (2020). Threats,
Challenges, and Opportunities for Open Universities and
Massive Online Open Courses in the Digital Revolution.
International Journal of Emerging Technolo gies in Learning,
15(12), 191–204. https://doi.org/10.3991/ijet.v15i12.13435
Marcu, D., & Danubianu, M. (2019). Learning Analytics or
Educational Data Mining? This is the Question.. BRAIN: Broad
Research in Artificial Intelligence & Neuroscience, 10, 1–14.
Poudyal, S., Akhtar, Z., Dasgupta, D., & Gupta, K. D. (2019).
Malware Analytics: Review of Data Mining, Machine Learning
and Big Data Perspectives. 2019 IEEE Symposium Series on
Computational Intelligence (SSCI), Computational Intelligence
(SSCI), 2019 IEEE Symposium Series On, 649–656.
https://doi.org/10.1109/SSCI44817.2019.9002996
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65. course-836/week-7/Week 7 Overview - Big Data Mining vs
Analytics_beeline.html
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Data mining is the exploration and analysis of large data to
discover meaningful patterns and rules. Data mining aims to
predict future outcomes. Additionally, data mining techniques
are used to build machine learning (ML) models that power
modern artificial intelligence (AI) applications such as search
engine algorithms and recommendation systems.
Benefits of Data Mining:Automated Decision-MakingAccurate
Prediction and ForecastingCost ReductionCustomer Insights
While a powerful process, data mining is hindered by the
increasing quantity and complexity of big data. Where exabytes
of data are collected by firms every day, decision-makers need
ways to extract, analyze, and gain insight from their abundant
repository of data.

67. Data mining has two primary processes: supervised and
unsupervised learning. Data mining software is a tool to convert
raw and unstructured data into useful information in order to
optimize the decision making ability. This software offers
enterprises an ability of predictive analysis which helps them
forecasting marketing strategy and consumers behavior. Steps
involved in data mining include data collection, data processing
and then software sort the data depending on user’s result in the
form of graph or table.
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BuAd 410: Organization Change and DevelopmentTeam
Assignment # 1: Reading Facilitation prepare a summary of the
key points in a selected reading, present it to the class using a
Powerpoint presentation and facilitate an open class discussion.
The instructor will monitor the discussion and award class
participation marks.
The final assignment submission is to be word-processed, with a
title page (to, topic/subject, from and date) and no cover. The
readings used in your assignment are to include in-text sources

68. and be documented in a references list at the end of your
assignment. (Refer to Blackboard or the Library website for
APA citation style help and adhere to the Guidelines for
Writing Summaries below.)
“To summarize is to extract the main message or central point
of a passage. A summary does not include supporting evidence
or details” (Troyka, 1998, p.44).
Summarizing the key points
Guidelines for writing your summaries and designing a practical
tool:
Identify the main points and condense them without losing the
essence of the material.
Use your own words to condense the message.
Keep your summary short (1 or 2 pages) – be creative and
present your work in a practical manner
Do not plagiarize. Document carefully. You are required to
give the source of any summary, just as you do for quotations
and paraphrases.
Conclude with a critical analysis and summary of the reading
material.
The article summary and a copy of the PowerPoint or other
visual aid used in class is to be submitted to your professor

69. (Moodle) 12 hours before the scheduled class presentation.