Reflective Thinking & Writing FIT5129 Assignment 3 1 Assignment 3 Brief Learning Outcomes The following table cross references the unit and assignment learning outcomes. Unit Learning Outcomes This Assignment Learning Outcomes 1. Explain critical factors of enterprise security planning, operations and management; This Assignment 3 aims to teach students how to become self- independent and lifelong learners (AQF-9 objectives), who are empowered with the gift of reflective thinking. Students will learn Monash University’s reflective thinking approach to develop their reflective thinking skills. This skill development exercise will help students see their own cognitive and emotional intelligence strengths and weaknesses while achieving the three FIT5129 unit learning outcomes through tutorial and assessment work. Students will learn how to use this self-realisation to improve themselves. Repeating this reflective thinking and writing process this assignment introduces, will gift students the know- how for self-managing their personal and professional development and growth, on an ongoing basis. 2. Perform risk analysis and assessment; 3. 4. Provide practical security policies, strategies and implementation plan for enterprise systems. Preamble This Assignment 3 facilitates students to visualise, write, analyse and evaluate their past behaviours and actions in different situations and with self-aware detachment. Students will: 1. Learn how to use the documented reflections to identify strengths and weaknesses in their personal thinking and relationship behaviours and the actions they took, in 3 given tasks- based situations; 2. Recognise the need to identify and plan self-directed follow-ups for improving and advancing one’s self and professional development and growth. The score you get for this assignment’s tasks 2 and 3 will indicate where you are at in this reflective skills development. There are many reflective thinking models, such as the Gibb Reflective Thinking Model, to guide people develop reflective thinking skills, however we will use the Monash University’s reflective writing in IT model. Many of these guiding models use inquiry question themes to guide one’s reflective thinking. Once a person masters reflective thinking, the person can skilfully observe, analyse and evaluate other one’s own and other people’s behaviours and actions. Applying critical thinking skills during self- centred reflective thinking often helps one to develop explicit cognitive, intra and inter-personal awareness. With these cognitive and emotional intelligence skills, a person will have greater propensity in developing problem solving and innovation development competencies, often also bring out the best of people and becoming future high performers. You are given 3 tasks, which represent different situations, hence different instructions and outcomes. 1. Task 1 involves doing a small critical literature research task, the quality of outcome will be assessed. 2 2. Task 2 - You will be asked to reflect on how you responded to task 1 individually AND Assignment 2 as a group member. 3. Task 3 – requests that you self-evaluate how you achieved FIT5129’s unit learning outcomes; self-appraise your own learning performance during the semester; and identify a self- improvement plan for follow-up actioning. Task 1 Instructions We are asking you to perform a small critical literature research task by following the following instructions. Literature Analysis Reporting The following step by step guidelines are provided, to help you track the work breakdown structure that models the work activities you have to carry out to perform a critical literature review. The info gives you an idea of how to describe what you have done in a specific situation. Alternatively, you can use process models to communicate the work accomplished. When you reflect on the emotions and analyse what you have done, this description is a useful reference to guide your emotional and objective analysis of your work experiences in that specific situation. 1. Read the article - Dealing with Security in a Real DevOps Environment Larrucea2019_Chapt er_DealingWithSecurityInARealDevO.pdf 2. Reuse its headings to summarise the key message-highlights of the paper 3. Using your reading summary as a first guide (and referring to the details in the paper if needed), analyse the approach the authors took to map out how cybersecurity, as a cyber risk management function, is to be integrated in DevOps project work. 4. Summarise your analysis findings into a procedural writing format. 5. Model these procedures into a process flow diagram, which conceptualises and represents the one that the authors have designed to propose how cybersecurity is integrated into DevOps work. 6. Compare 7. Revisit your findings of step 1 to 6 and conclude how this paper’s key concepts relate to (as in support, enhance or contradict) your Group Assignment 2’s final findings. Now you are ready to structure your working info and formal respond to the task’s question: 8. Draft a writing outline to structure the written communications of the information you produced from step 1 to 7 9. Use that writing outline to write a formal response that not only summarises the given paper’s highlights as instructed, but also your views how this paper’s key concepts relate to (as in support, enhance or contradict) your Group Assignment 2’s final findings. 3 Task 2 Instructions Reflective Thinking & Writing You are asked to reflect on your work experience in doing Task 1 and your Group Assignment 2, including comparisons of your reflections, only if appropriate. Sub-Task 2.1 After completing the literature analysis report, take timeout for at least one day. Then you are ready to embark reflective thinking of your task 1 experience. Reflection are your thoughts of your personal response to experiences, situations, events or new information over a certain time period. If you consciously direct and structure this self-mindful thinking by using some reflective models, you will explicitly identify and learnt about your own personal strengths and weaknesses. Such self- awareness will lead you to identify actions for improvement or uplifting your abilities to the next level. There is neither a right nor a wrong way of reflective thinking, there are just questions to ask and explore self-discovered answers. Of course, if you lie to yourself, the answers will misguide you in terms of future self-improvements. Sometimes one needs to be brave to confront your psychological demons, who often hide the truth about your self during reflection. There are many reflective models that uses themes to ask questions about your responses to a situation, such as completing the earlier Task 1. Instruction 1: Visit Monash’s Reflective Writing for IT , which Monash’s own reflective thinking and writing model. It guides you how to reflect, by giving you several prompts, which themed the nature of questions you can use to structure your reflective thinking and document your thoughts. Instruction 2: Use this resource to reflect and document your reflections. Make sure your reflective writing is structured to have the different themes as key headings and applies the other writing tips. This completes your first reflective task. Task 2.2 Instruction 3: Using the same Monash reflective thinking and writing model, reflect on your response to doing Assignment 2 as a group assessment task. Document your reflections. Task 3 Instructions Fulfilment of Unit’s Learning Outcomes & Self Improvement Planning: Doing this masters program’s unit means upon completing the unit, you should have acquired: 1. Cybersecurity knowledge as a specialised stream of enterprise information security risk management function 2. Employability skills, notably learning about: a. Research, critical reading, thinking and writing methods for producing an academic literature review of some given papers (Assignment 1) 4 b. A case-based problem-solving approach. (Assignment 2) The case was about helping Monash University I. understand that: o its critical infrastructure classified research projects are obliged by legislation, to secure its research data, as important intellectual property (IP), from unauthorised persons; being stolen, changed without permission, corrupted or destroyed o the common types and severity of cyber risks exposing the university. II. Provide to its research project managers a quick guide that explains how to integrate the NIST risk management functions into project management work. 3. Reflective thinking and writing skills (this assignment). Learning reflective thinking & writing prepares you to be a lifelong self-independent learner, who is able to learn and apply cybersecurity knowledge and the employability skills in different situations. Instruction 1: Now, evaluate how you managed to achieve the following unit learning outcomes to this day, and give a learning performance rating score , between 1 and 10. 1. Explain the critical factors of enterprise security planning, operations and management 2. Perform risk analysis and assessment 3. Provide practical security policies, strategies and implementation plan for enterprise systems. Instruction 2: Were you satisfied with your own learning performance? Please justify with reasons. Instruction 3: What can you suggest as future self-improvements to your learning performance and how current teaching resources, processes and staff interactions can be enhanced to prevent or mitigate your own learning performance gaps as possible future student risks? WORD LIMIT: 3,000 to no more than 3.500 words 5 Report Template Introduction what is the purpose of this report and what are the key discussion areas Task 1: Objective Introduce what task 1 is about before presenting its findings Your own outline of appropriate writing headings to communicate your summary of the given paper’s key concepts Assignment 2 Implications Explain how the given paper’s key concepts relate to (as in support, enhance or contradict) your Group Assignment 2’s final findings. Task 2: Objective Introduce what task 2 is about before presenting its findings Group Experience Description What happened? What did I see? What did I do? Where did it happen? Who else was there? My Feelings How did the experience or event make me feel? Did I expect to feel that way? Have my feelings about what happened changed since then? Group Experience Evaluations What went well? What didn’t go well? What were the effects of what I did or said? What have I noticed about myself in these situations? Group Experience Analysis Why was it a good or bad experience? What questions did the event/experience raise? What are the key personal or professional issues? Group Experience Conclusion What does the experience show me? What have I learnt from this experience/event? What could have been done differently? Personal Action Planning What will I do next time in this group situation? Do I need to do anything now to prepare for a better outcome next time? 6 Task 3 Objective Introduce what task 3 is about before presenting its findings My Learning Performance Evaluation Unit Learning Outcome How I achieve the learning outcome? (Hint: what you did during tutorial and assignment work) Rating Score (1-10) 1. Explain the critical factors of enterprise security planning, operations and management 2. Perform risk analysis and assessment 3. Provide practical security policies, strategies and implementation plan for enterprise systems. 7 Overall Self Appraisal of Learning Performance Using the tabulated findings, self-appraise your own fulfilment of the unit’s learning outcomes and conclude whether you feel you have effectively acquired and applied the FIT5129 concepts of cybersecurity and develop the appropriate employability skills that adequately prepares you for the workplace environment. Next Step: What future actions you would take to improve yourself in the next 6 months? How achievable is this plan and are you serious enough to commit achieving it? Be honest. WORD LIMIT: 3,000 to no more than 3.500 words
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