Financial CIA-III : The Certified Internal Auditor Part 3 Exam Dumps

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Exam Number : CIA-III
Exam Name : The Certified Internal Auditor Part 3
Vendor Name : Financial
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CIA-III Exam Format | CIA-III Course Contents | CIA-III Course Outline | CIA-III Exam Syllabus | CIA-III Exam Objectives


2019 CIA Exam Syllabus, Part 3 – Business Knowledge for Internal Auditing

100 questions l 2.0 Hours (120 minutes)



The CIA exam 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 exam syllabus:



The number of topics covered on the Part Three exam has been greatly refocused to the core areas that are most critical for internal auditors.

The exam syllabus features a new subdomain on data analytics.

The information security portion of the exam has been expanded to include additional topics 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 exam 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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]]> Commentary When people feel supported, not only as it relates to financial stress, but also in their mental and emotional health, it creates a more resilient and engaged community and workforce. By Brooke Wilson | January 02, 2024 at 01:56 PM

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What’s the best way to a good life? Education, of course. And while that’s certainly not as easy as it sounds, especially for minoritized groups, the promise of postsecondary education does generally hold true. People with a college degree earn more and live longer, healthier, more engaged lives. And although the public trust in higher ed is faltering, it is not as drastic as the drop in trust in some other social institutions. That is partially because, despite being unattainable and even inhospitable for many, postsecondary education is still one of the most powerful drivers of social and economic mobility that we have.

In our knowledge economy, the power to generate and share knowledge is the power to create social mobility. So great is that power that higher education is often referred to as an “engine” of social and economic mobility. It really is an apt metaphor. But in recent years, the engine has begun showing its age. The check engine light is on, but we’ve been avoiding going to the shop. We’ve got other things going on, and it’s expensive! We’re reaching the point of internal combustion. To avoid obsolescence, America’s engine needs a total rebuild.

Just as progress moved us from the carburetor to fuel injection, it’s time for another major overhaul of the way the engine gets its fuel. We’ve started tinkering with changes to the FAFSA, the college cost transparency initiative and freeing transcripts. And states are experimenting with direct admissions, although early evidence suggests a need to examine and improve conversion rates. That’s a start. But for the engine to operate efficiently, we also need to reimagine the transfer system as well as the system for assessing and awarding credit for learning that happens outside the classroom.

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Furthermore, we need to recognize that our fuel sources have changed. The majority of undergraduate students attending U.S. institutions of higher education are now individuals from racially and ethnically diverse, low-socioeconomic-status, and/or nontraditional backgrounds. This includes adult learners, student parents and military learners, among others. These individuals share common financial challenges and difficulties in navigating higher education bureaucracies. As our fuel sources diversify, the mechanics of the college experience must also adapt to support new sources of energy.

In addition to these shifting intake dynamics, the external landscape has changed, too. In addition to navigating increasingly rugged terrain, the engine now also needs to be able to run underwater and not just because of climate change. The labor market is more fluid than it was in the past, and people are switching careers more often. This means that higher education needs to focus on developing students’ transferable skills, such as critical thinking, problem-solving and communication. Learners require holistic, integrated models of career exploration and development like life design. This engine is going to need a snorkel!

Further, instead of traveling the traditional, linear four-year route, we now require a durable, dynamic engine capable of getting to new and multiple destinations as lifelong learning models take hold and credential options expand. In addition to two- and four-year degrees, learners are demanding new ways of bundling and proving skills and knowledge like certificates and badges. These credentials must be stackable—able to be combined over time to earn advanced degrees.

We can’t forget about technology. Self-driving technologies, such as e-portfolios, mass customization and the blockchain, can help students to better manage their education and track their progress. Like a highly advanced electronic control unit, the power of networks and relationships can be harnessed through mentoring and professional networking opportunities. And AI-enhanced supports can act as a GPS to help students to develop and follow their educational and career pathways.

Although we can work to develop the perfect engine of social and economic mobility, it is throttled without strong, well-designed infrastructure to support it. ACE’s Education Futures is working simultaneously with postsecondary institutions to overhaul the engine and with other social institutions to ensure the infrastructure is in place. So buckle up!


Rollout of new FAFSA causes delays, headaches for Maryland students and college financial administrators

No result found, try new keyword!The new streamlined FAFSA form has delayed its launch by three months later than usual, shortening the time for students to apply, hear back from colleges that might have even tighter deadlines ...
 




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