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Format | CIA-III Course Contents | CIA-III Course Outline | CIA-III test
Syllabus | CIA-III test
2019 CIA test
Syllabus, Part 3 – Business Knowledge for Internal Auditing
100 questions l 2.0 Hours (120 minutes)
The CIA test
Part 3 includes four domains focused on business acumen, information security, information technology, and financial management. Part 3 is designed to test candidates knowledge, skills, and abilities particularly as they relate to these core business concepts.=>
Domains Collapse All
I. Business Acumen (35%)
=> => => Cognitive Level
=> => 1. Organizational Objectives, Behavior, and Performance
A=> => Describe the strategic planning process and key activities (objective setting, globalization and competitive considerations, alignment to the organization's mission and values, etc.) Basic
=> B => Examine common performance measures (financial, operational, qualitative vs. quantitative, productivity, quality, efficiency, effectiveness, etc.) Proficient
=> C => => Explain organizational behavior (individuals in organizations, groups, and how organizations behave, etc.) and different performance management techniques (traits, organizational politics, motivation, job design, rewards, work schedules, etc.) => Basic
=> D => => Describe managements effectiveness to lead, mentor, guide people, build organizational commitment, and demonstrate entrepreneurial ability => Basic
2. Organizational Structure and Business Processes
A => Appraise the risk and control implications of different organizational configuration structures (centralized vs. decentralized, flat structure vs. traditional, etc.) Basic=>
=> B => Examine the risk and control implications of common business processes (human resources, procurement, product development, sales, marketing, logistics, management of outsourced processes, etc.) Proficient
=> C => Identify project management techniques (project plan and scope, time/team/resources/cost management, change management, etc.) => Basic
=> D Recognize the various forms and elements of contracts (formality, consideration, unilateral, bilateral, etc.) Basic
=> 3. Data Analytics
=> A => Describe data analytics, data types, data governance, and the value of using data analytics in internal auditing => Basic
=> B => Explain the data analytics process (define questions, obtain relevant data, clean/normalize data, analyze data, communicate results) => Basic
=> C Recognize the application of data analytics methods in internal auditing (anomaly detection, diagnostic analysis, predictive analysis, network analysis, text analysis, etc.) => Basic
II. Information Security (25%)
=> => => Cognitive Level
=> => 1. Information Security
A=> => Differentiate types of common physical security controls (cards, keys, biometrics, etc.) Basic
=> B => Differentiate the various forms of user authentication and authorization controls (password, two-level authentication, biometrics, digital signatures, etc.) and identify potential risks Basic
=> C => => Explain the purpose and use of various information security controls (encryption, firewalls, antivirus, etc.) => Basic
D=> => Recognize data privacy laws and their potential impact on data security policies and practices Basic=>
=> E => => Recognize emerging technology practices and their impact on security (bring your own device [BYOD], smart devices, internet of things [IoT], etc.) Basic=>
=> F => Recognize existing and emerging cybersecurity risks (hacking, piracy, tampering, ransomware attacks, phishing attacks, etc.) => Basic
G=> => => Describe cybersecurity and information security-related policies => Basic
III. Information Technology (20%)
=> => => Cognitive Level
=> => 1. Application and System Software
A=> Recognize core activities in the systems development lifecycle and delivery (requirements definition, design, developing, testing, debugging, deployment, maintenance, etc.) and the importance of change controls throughout the process Basic
=> B => Explain basic database terms (data, database, record, object, field, schema, etc.) and internet terms (HTML, HTTP, URL, domain name, browser, click-through, electronic data interchange [EDI], cookies, etc.) Basic
=> C => => Identify key characteristics of software systems (customer relationship management [CRM] systems; enterprise resource planning [ERP] systems; and governance, risk, and compliance [GRC] systems; etc.) => Basic
2. IT Infrastructure and IT Control Frameworks
A => Explain basic IT infrastructure and network concepts (server, mainframe, client-server configuration, gateways, routers, LAN, WAN, VPN, etc.) and identify potential risks Basic=>
=> B Define the operational roles of a network administrator, database administrator, and help desk Basic=> =>
=> C Recognize the purpose and applications of IT control frameworks (COBIT, ISO 27000, ITIL, etc.) and basic IT controls => Basic
=> 3. Disaster Recovery
=> A Explain disaster recovery planning site concepts (hot, warm, cold, etc.) => Basic
=> B Explain the purpose of systems and data backup => Basic
=> C => Explain the purpose of systems and data recovery procedures => Basic
IV. Financial Management (20%)
=> => => Cognitive Level
=> => 1. Financial Accounting and Finance
A=> => Identify concepts and underlying principles of financial accounting (types of financial statements and terminologies such as bonds, leases, pensions, intangible assets, research and development, etc.) Basic
=> B => Recognize advanced and emerging financial accounting concepts (consolidation, investments, fair value, partnerships, foreign currency transactions, etc.) Basic
C=> => => Interpret financial analysis (horizontal and vertical analysis and ratios related to activity, profitability, liquidity, leverage, etc.) Proficient=>
D=> => => Describe revenue cycle, current asset management activities and accounting, and supply chain management (including inventory valuation and accounts payable) Basic=>
=> E => => Describe capital budgeting, capital structure, basic taxation, and transfer pricing Basic=>
2. Managerial Accounting
A => Explain general concepts of managerial accounting (cost-volume-profit analysis, budgeting, expense allocation, cost- benefit analysis, etc.) Basic=>
=> B => Differentiate costing systems (absorption, variable, fixed, activity-based, standard, etc.) Basic=> =>
=> C => Distinguish various costs (relevant and irrelevant costs, incremental costs, etc.) and their use in decision making => Basic
Additional noteworthy elements related to the revised CIA Part Three test
The number of courses covered on the Part Three test
has been greatly refocused to the core areas that are most critical for internal auditors.
syllabus features a new subdomain on data analytics.
The information security portion of the test
has been expanded to include additional courses such as cybersecurity risks and emerging technology practices.
The largest domain is “Business Acumen,” which makes up 35% of the exam.
A portion of the test
requires candidates to demonstrate a basic comprehension of concepts; another portion requires candidates to demonstrate proficiency in their knowledge, skills, and abilities.
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pupil cash administration core Director Erick Jones shares fiscal literacy with students through workshops, classrooms, and events on all five UNG campuses. Two annual workshops â€” monetary fitness collection and Making Cents Make feel â€” turn up in October and November on UNG's Dahlonega, Gainesville, and Oconee campuses.
As a university of North Georgia (UNG) senior discovering finance, Ross Sturgill knew how to form a funds to track his costs and discount rates. nonetheless it wasn't except he volunteered with the scholar cash administration core (SMMC) that he learned greater useful classes.
"With my restricted revenue, I knew i needed to create an inclusive budget with a Christmas fund for my household," Sturgill mentioned. "but I did not consider about atmosphere aside funds for my friends. i realized I mandatory to start saving sooner."
Sturgill shares this knowledge and other assistance as one of SMMC's cash mentors. they're a various group of scholars informed as certified financial education instructors who meet with businesses and individuals to aid them Excellerate respectable monetary habits.
"Many college students lack financial potential," Sturgill said. "After I went throughout the scholar funds management core practising, i spotted that I might deliver
what I realized returned."
cash mentors also deliver
fiscal literacy counsel through workshops, school rooms and pursuits on all five UNG campuses. Two annual workshops â€“ monetary health sequence and Making Cents Make feel â€“ ensue in October and November on UNG's Dahlonega, Gainesville and Oconee campuses.
Sturgill advises college students to attend all of them, as a result of each can provide entertaining lessons.
"Making Cents Make experience is probably the most enjoyable," the 21-year-old from Gainesville spoke of. "or not it's like a giant 'online game of existence' board game that college students get to play."
within the video game, students get hold of a salary in line with their predominant. Then they decide to appoint an apartment, buy a motor vehicle, go on a vacation, and establish long-term desires, SMMC Director Erick Jones talked about.
"The students see how a ways their paycheck will go," he observed. "We add up their profits and subtract their prices and see if they reside off their credit playing cards or placing funds away for reductions."
The SMMC also sponsors the fiscal fitness series each and every semester. The four-half collection covers very own finance basics via interactive getting to know actions. students study to price range their cash, be aware their credit score ranking, use credit score playing cards responsibly, set lengthy-term monetary dreams, and develop into privy to identification thief and possibility management.
"college students will acquire a pretty good foundation in order to lead them toward sound resolution-making for his or her fiscal future," Jones spoke of. "once in a while you do not know what you deserve to comprehend. These lessons assist remedy that image."
"college students will purchase a pretty good basis so that you can lead them towards sound decision-making for their economic future. on occasion you don't know what you deserve to be aware of. These lessons support resolve that picture."
Director of the pupil funds management core
If college students need any very own monetary help, the SMMC team of workers and its cash mentors present one-on-one consultations. Sturgill pointed out he enjoys working with individuals.
"i love to see the place the college students are starting with their price range and where they need to go," he mentioned. "Then I get to aid them get there."
as an example, one student Sturgill helped desired to shop money for a analyze abroad. The pair developed a budget and mark downs plan.
"The student saved $2,000 whereas going to college and working a part-time job," Sturgill said. "We got here up with concepts and the scholar put them into motion. i love that about my job."
For greater information or to volunteer to turn into a funds mentor, seek advice from the SMMC web site.
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