CBCP learner - Certified Business Continuity Professional Updated: 2024
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Exam Code: CBCP Certified Business Continuity Professional learner January 2024 by Killexams.com team
CBCP Certified Business Continuity Professional
The Certified Business Continuity Professional is our most widely recognized and held business continuity certification in the world. CBCPs are professionals that have demonstrated both knowledge and skill in the business continuity/disaster recovery industry. For the most part, these professionals have been working in the industry as leaders and are looking for the recognition that comes with certification.
Prerequisite test : Qualifying Examination
Prerequisite Course : None
Years of Experience : 2
Subject Matter Area Essays (SMEs): 5
References Required : 2 per subject matter area
Waivers Available : No
CEAPS Required (for Maintenance): 80
Possess at least two years of significant, practical experience in five of the subject areas of the Professional Practices for Business Continuity Management.
Pass the Qualifying Examination with a minimum score of 75%.
Complete the Online Application for Professional Certification by logging into your DRI account.
Complete application essays focused on your business continuity / disaster recovery planning responsibilities and accomplishments by mapping your experience to the Professional Practices. At least two of the five selected subject matter essays MUST draw from:
Subject Area 3: Business Impact Analysis.
Subject Area 4: Developing Business Continuity Strategies.
Subject Area 6: Developing and Implementing Business Continuity Plans.
Subject Area 8: Maintaining and Exercising Business Continuity Plans.
Provide references to confirm your experience. Experience must have occurred within a ten-year period from your application date.
Advances in technology
Cyber threat considerations
Utilizing insurance as a risk transfer tool
Strategies for manufacturing
Supply chain processing
Risk management concepts
Legal and regulatory concerns
1. Program Initiation and Management
Establish the need for a business continuity program.
Obtain support and funding for the business continuity program.
Build the organizational framework to support the business continuity program.
Introduce key concepts, such as program management, risk awareness, identification of critical functions/processes, recovery strategies, training and awareness, and exercising/testing.
2. Risk Assessment
Identify risks that can adversely affect an entitys resources or image.
Assess risks to determine the potential impacts to the entity, enabling the entity to determine the most effective use of resources to reduce these potential impacts.
3. Business Impact Analysis
Identify and prioritize the entitys functions and processes in order to ascertain which ones will have the greatest impact should they not be available.
Assess the resources required to support the business impact analysis process.
Analyze the findings to ascertain any gaps between the entitys requirements and its ability to deliver those requirements.
4. Business Continuity Strategies
Select cost-effective strategies to reduce deficiencies as identified during the risk assessment and business impact analysis processes.
5. Incident Response
Develop and assist with the implementation of an incident management system that defines organizational roles, lines of authority and succession of authority.
Define requirements to develop and implement the entitys incident response plan.
Ensure that incident response is coordinated with outside organizations in a timely and effective manner when appropriate.
6. Plan Development and Implementation
Document plans to be used during an incident that will enable the entity to continue to function.
7. Awareness and Training Programs
Establish and maintain training and awareness programs that result in personnel being able to respond to incidents in a calm and efficient manner.
8. Business Continuity Plan Exercise, Assessment, and Maintenance
Establish an exercise, assessment and maintenance program to maintain a state of readiness.
9. Crisis Communications
Provide a framework for developing a crisis communications plan.
Ensure that the crisis communications plan will provide for timely, effective communication with internal and external parties.
10. Coordination with External Agencies
Establish policies and procedures to coordinate incident response activities with public entities.
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Certified Business Continuity Professional
Which are included in the Business Continuity professional's role? Select all that
A. Act as project sponsor for the BCP project
B. Establish an Exercise/Testing Program
C. Establish a plan to maintain BCP
D. Establish the business continuity audit process
E. Communicate exercise test results
Answer: B, C, D, E
According to the Disaster Recovery Institute's Professional Practices, the
following are part of the business continuity planner's role in the subject area of
Business Continuity Plan Exercise, Audit and Maintenance: -Establish an
Exercise/Testing Program -Establish an Exercise/Testing Program -Establish a
plan to maintain BCP -Establish a plan to maintain BCP -Establish the business
continuity audit process -Establish the business continuity audit process -
Communicate exercise test results -Communicate exercise test results
Key Takeaway: The BCP process is iterative. Performing these functions will
provide feedback that will lead to re-planning.
How frequently should exercises be carried out? Select all that apply:
A. On an ad hoc basis to check readiness on the fly
B. Whenever new risks are identified and incorporated in the plan
C. Pre-defined frequency
Answer: B, C
A BCP exercise should be carried out at a predefined frequency, and whenever
new risks are identified to incorporate the response benchmarks in the plan.
Key Takeaway: The primary purpose of simulation exercise is to measure the
response against benchmarks. It is expected that readiness of crisis management
team will be ensured through continuous iterations, and assessment of new risks
and preparing appropriate response plan.
True or false: A table top exercise can Excellerate emergency preparedness.
A tabletop exercise is limited simulation of a crisis scenario in a narrative format.
The exercise takes on a review and discussion format as opposed to an actual
Key Takeaway: Tabletop exercises are predominantly limited walkthroughs that
familiarize team members with their roles.
Consider an organization providing call center services to Fortune 100 companies.
All the employees of the organization (excluding support staff) are involved in
taking calls from customers based in 5 continents. The organization has to carry
out evacuation drill. What is the most appropriate strategy to carry out the drill?
A. Carry out the drill with support staff only
B. Bring all employees in on Sunday for the drill
C. The drill should be employees in their respective working shift
D. Employees in their respective shifts must continue to work.
The drills should simulate live situations. The drill is best carried out with
employees in their working shifts.
Key Takeaway: Appropriate planning of the exercise and involvement of all
stakeholders (including customers) is necessary in crisis management. In this
case, substantial planning must be done to have a live drill to avoid disruption of
the call center processes. Customers want you to do this type of exercise to ensure
they are protected in case of an emergency and will often work with you.
A health care company realizes that their standard for losing no more than two
hours of data in the event of a major emergency is not in compliance with federal
regulations on patient data. What should be the immediate term action for the IT
management and Board members responsible for disaster management?
A. A. Focus upgrading infrastructure and prepare a new IT plan.
B. Communicate to stakeholders that the RTO ( recovery time objective recovery
time objective ) is compromised. ) is compromised.
C. Modify the RPO ( recovery point objective recovery point objective ) and work
with stakeholders to assess/communicate the impact. ) and work with stakeholders
to assess/communicate the impact.
E. Do nothing.
D. All of the above.
The case presented describes a situation where the organization's recovery point
objective is not compliant with a federal regulation. An infrastructure upgrade
(Option A) is a medium/long term mitigation plan, but it does not immediately
address the non-compliance issue. RTO (Option B) is not impacted as explained
in the case. RTO (Option B) is not impacted as explained in the case.
Key Takeaway: The case represents a situation where planning exercise has
missed a critical continuity requirement. In such cases, it is important that all
stakeholders informed. Also, the plan must also be modified to capture the
True or false: The business continuity planner should define the Change Control
Process for BCP.
According to the Disaster Recovery Institute's Professional Practices, the business
continuity planner should define the Change Control Process for BCP.
Key Takeaway: While this may seem like a daunting task, abiding by an
organization's established practices for change control in projects is often the best
All of the following are common results of testing and maintaining the business
continuity plan except:
A. Additional funding is added
B. BCP Project Charter is changed
C. BCP project plan is changed
D. Communications management plan is changed
E. All of the above are true
Key Takeaway: The project charter provides a vision statement for an undertaking
and justifies its existence. If you had to change the project charter every time you
did a risk assessment, you'd be one frustrated person.
Which of the following are possible stakeholders in business continuity planning
choices? Select all that apply.
B. Local pro sports team
D. Emergency responders
E. None of the above
Answer: A, C, D
Groups and people that may be impacted or need to reacte to a disruption of
normal activities are stakeholders.
Key Takeaway: All stakeholders must be carefully identified for business
continuity planning. Their involvement in the planning is extremely important for
success of crisis management.
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In conjunction with the Professional Learning Cycles, the team at your school/district will receive implementation support from a PCE consultant with school and coaching experience to guide the implementation of the work in classrooms.
The PCE consultant will also provide text set recommendations for staff, customize student materials recommendations and answer any questions throughout the process.
NEW YORK, Dec. 8, 2023 /PRNewswire/ -- Disaster Recovery Institute (DRI) International, the leading nonprofit in business continuity and resilience education and certification, has announced updates to its Professional Practices for Business Continuity Management. This extensive revision of substance, form, and function was undertaken as part of DRI's ongoing efforts to maintain the relevance and utility of the Professional Practices.
The Professional Practices (PPs) is a body of knowledge designed to assist in the development, implementation, and maintenance of business continuity programs, as well as a tool for conducting assessments of existing programs. The Professional Practices is the basis for DRI's flagship Business Continuity Track courses – from review to master level – that have also been revised in accordance with this update.
"For the resilience profession, DRI's Professional Practices are the building blocks for developing business continuity programs," said Chloe Demrovsky, DRI President and CEO. "A committee of subject matter experts worked long and hard to ensure that this latest version provides resilience professionals with the most up-to-date practices, reflecting their needs."
Since the last set of revisions in 2017, the resilience discipline has grown to be more holistic and inclusive as has the technical and business vocabulary. Highlights of the changes and additions include:
The Professional Practices are available in 10 languages and are available at: https://drii.org/resources/professionalpractices/EN
About DRI International:
Disaster Recovery Institute International (DRI) is the oldest and largest nonprofit that helps organizations around the world prepare for and recover from disasters by providing education, accreditation, and thought leadership in business continuity, disaster recovery, cyber resilience and related fields. Founded in 1988, DRI has certified 20,000+ resilience professionals in 110+ countries and at 95 percent of Fortune 100 companies.
View original content to obtain multimedia:https://www.prnewswire.com/news-releases/dri-international-releases-update-to-globally-recognized-professional-practices-302009188.html
SOURCE DRI International
Create hubs of innovation: A guiding principle in our work is to create synergies in order to maximize educators’ ability to respond to students’ needs and interests in creative, rigorous, and differentiated ways. The vast intellectual resources of the university and the numerous professionals that we prepare for the region provide us with unique leverage to provide interdisciplinary, research-based responses to the region’s teaching and learning issues and challenges.
Conduct research to inform program development and instruction in our educator preparation programs: Research associates affiliated with CapEd, including a Pathways Research Fellow, conducts a range of research on effective practice for preparing future educators. This research informs the curriculum and instruction in our programs preparing future teachers, special educators, school counselors, school psychologists, school nurses, and school social workers.
A sampling of our research:
CapEd sponsors research that marshals faculty expertise, provides students with research experiences, and addresses issues of concern to the region’s educational community. Current research efforts are focused on school climate at a local school, school violence and factors shaping violence prevention and mitigation, and interventions that effectively support English learners with academic writing in high school.
Enhance in-service educator professional learning: Faculty associated with our educator preparation programs routinely engage with in-service educators to share current research, use this research to collaboratively develop applications to pressing problems of practice, and hone skills and expertise so that students are better served and professionals increase their knowledge base and their connection to their fields.
A sampling of our professional learning offerings:
An interprofessional faculty team with expertise in educational leadership, school counseling, and inclusive educational practices is working with a large, comprehensive high school to identify key educational equity issues that will be the focus of their 2019-2020 WASC self-study. Working collaboratively with the school’s Equity Leadership Team, we are surveying students, conducting document analysis, and engaging focus groups.
A faculty team with experts in child/adolescent development, school counseling, and special education is implementing a professional learning series on inclusive practices, particularly related to SB 48, for teachers, parents and school board members associated with a specific charter school district.
A faculty team with expertise in mathematics, science, computer science, and Universal Design for Learning is offering a 5 day summer institute to elementary school teachers interested in best practices for NGSS-aligned, inclusive instruction.
Contribute to effective and equitable systems: We partner closely with school districts and agencies serving students and families throughout our region. This vantage point allows us to understand the systemic issues facing our educational partners. Using research and inquiry techniques, we support our partners to develop solutions that can transform systems.
Some of our systems work includes:
Using a nationally-validated survey instrument, we are conducting an exit survey for a partner district to assist them with better understanding patterns of teacher attrition and retention.
With tools from the Society for Human Resource Management, we are working with a local district to better align its new teacher on-boarding practices and protocols as a way to Excellerate teacher retention and efficacy.
As part of a long-term partnership, we are working with local district staff to bring standardization and rigor to its support of schools as they develop their annual Single Plan for Student Achievement.
Amplify student voice through media making and authentic audience. These free, ready-to-use, standards-aligned projects empower your students to share their ideas through audio, video or images that are published on the public Challenge showcase.Learn More
Best Practices for Student Professional Conduct
This document is intended to supplement the UAB Marnix E. Heersink School of Medicine Student Code of Professional Conduct. It is not a substitution for the general ideals and principles outlined in the Code of Professional Conduct. Instead, it is meant to provide a framework with which students, faculty, and staff can think about the practical application of the Code of Professional Conduct. Additionally, this document provides a shared way of talking about the Code of Conduct to foster a sense of communal commitment and understanding.
The best practices presented in this document are not intended to be comprehensive or necessarily prescriptive. Instead, they serve as a diagnostic tool to facilitate adherence to the Code of Professional Conduct in order that we might maintain the highest standards of excellence, support the healthy development of future physicians, and maintain the primary importance of patient welfare.
A final note: In the same way patients are best served by members of the healthcare team who seek out others to discuss, learn from, debate with, and look at the patient’s condition from a variety of angles, the same is true when using this document. Issues of conduct, professionalism, and behavior are as complex and diverse as the people they involve, and, except in the most extreme cases, they are multi-layered and often without clear answers. We are all better served when conversations about the ideals and principles in the Code of Conduct — and the elements of this best practices document — are discussed together.
Respect for Ourselves
We commit to self-evaluation and developing the necessary skills to ensure we are engaged in self-care, particularly in times of increased intensity and stress.
We embrace asking for help and seeking out resources to assist us in maintaining our mental, physical, and emotional health and well-being.
We will approach all situations of patient care, whether educational simulations or clinical settings, with clear minds so that our focus can be on learning and providing the best possible care.
Respect for our Classmates
Maintaining respect and dignity for our fellow students, whether in-person or online.
Respect our classmates’ learning experience.
Foster a collaborative environment and community that builds each other up.
Respect for our Educators and School
We recognize that being a student of the Heersink School of Medicine means we are part of an organization larger than ourselves with a history, reputation, and impact that extends beyond our time as students.
We accept that being part of a large, multi-faceted organization means there are rules, policies, and procedures we adhere to, even if the reasons seem unclear.
We embrace the work of seeking the best for our school, and we commit ourselves to seek clarification, challenge ideas and current thinking, provide feedback, and ask questions in ways that are professional and constructive.
We accept that we are both represented by and representatives of the Heersink School of Medicine, and that external individuals and groups may base their judgements and perceptions of the School on their interactions and perceptions of us.
We welcome the tension that comes with navigating personal autonomy while knowing our decisions and actions may reflect on our classmates, faculty, and administration.
We acknowledge that the faculty, staff, and administration are professionals here to help us reach our goals, and we will keep this partnership and professional relationship in focus, particularly when we have disagreements or are providing feedback.
Respect for our Patients
We recognize the centrality of the physician-patient relationship, which forms the basis for effective care and treatment.
We will model the highest levels of professional behavior during patient encounters, whether simulated or real. We will show respect for our patients with all modes of action and behavior. For example:
We will adhere to the legal standards of privacy (regard for the privacy of the person) and confidentiality (protection of their health-related information) as we learn the nuances and complexities of patient confidentiality in real-world situations and cases.
We embrace both the unique tensions of a changing world with new technologies and recognize the timeless responsibility physicians have to guard patient information.
Respect for our patients is vital for their health outcomes and instrumental for developing an appropriate patient-doctor relationship. Establishing and maintaining respect should be a priority throughout each of our encounters in medical school, setting a firm foundation for our careers.
Understand that the time we spend with each patient is essential for providing the best care and both the patient and providers are using valuable time to be present. Both the patient and the student are committing their time to any encounter, and both time commitments are equally worthy of respect. We acknowledge that no time spent caring for patients is wasted.
Respect for Profession
Maintain a professional presentation within the institution and beyond.
Continuously strive to Excellerate the field of medicine and healthcare for all
Recognize the “opportunity, responsibility, and obligation” of the practice of medicine
Best Practices for Addressing Acts of Misconduct
The complete process and procedures for addressing acts of misconduct can be found in the Student Code of Professional Conduct. While some of the below information is duplicated from the Code of Conduct document, the purpose of this section is to provide some operational and theoretical best practices for how these processes will be followed in the event of a reported act of misconduct.
Best Practices for Student Engagement with the Code of Professional Conduct
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In November 2019, five Saint Louis University School of Education students attended the Annual Conference of the National Association for the Education of Young Children (NAEYC) in Nashville, TN, along with SLU early childhood and early childhood special education faculty.
The students — Gwen Cataldo, Madeline Cook, Maya Gross, Dana Meinecke, and Katie Schuller — are all earning their B.A. with either an early childhood or early childhood/early childhood special education concentration. The NAEYC is a nonprofit organization that supports early childhood educators, program administrators, students, and researchers.
The NAEYC conference is the largest early childhood education conference in the world, offering hundreds of presentations and exhibits for attendees. The students each volunteered at the conference and attended sessions featuring the latest information and research in early childhood education. They had the opportunity to select a session track: Teaching with Purpose, Leading with Excellence, Preparing and Engaging Professional Learners, Creating Conditions for Success, or specialized tracks presented in Mandarin or Spanish.
The students were exposed to networking opportunities and able to connect with both their peers and some of the most prominent leaders in the field. Cataldo explained why she appreciated the opportunity to attend the annual NAEYC conference, “I found that much of what I am learning here in the early childhood program at Saint Louis University is preparing me to connect and work with other early childhood educators across the country. While I learned a lot at the conference, I think that my biggest takeaway is that SLU's education program is filled with fantastic faculty and staff who are teaching us things that many educators travel hundreds of miles to learn.”
For information on the early childhood and early childhood special education concentrations through the Saint Louis University School of Education, visit the School of Education website.
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