<!DOCTYPE article PUBLIC "-//NLM//DTD JATS (Z39.96) Journal Archiving and Interchange DTD v1.0 20120330//EN" "JATS-archivearticle1.dtd">
<article xmlns:xlink="http://www.w3.org/1999/xlink">
  <front>
    <journal-meta />
    <article-meta>
      <title-group>
        <article-title>Bringing Socio-Technical Security Capabilities to Cyber Range Programs</article-title>
      </title-group>
      <contrib-group>
        <contrib contrib-type="author">
          <string-name>Bilal Al Sabbagh</string-name>
          <email>bilal@dsv.su.se</email>
          <xref ref-type="aff" rid="aff0">0</xref>
        </contrib>
        <aff id="aff0">
          <label>0</label>
          <institution>Stockholm University</institution>
          ,
          <addr-line>DSV, 164 07 Kista</addr-line>
          ,
          <country country="SE">Sweden</country>
        </aff>
      </contrib-group>
      <fpage>149</fpage>
      <lpage>152</lpage>
      <kwd-group>
        <kwd>Cyber Range</kwd>
        <kwd>Security Skills</kwd>
        <kwd>Socio-Technical Approach</kwd>
        <kwd>Cybersecurity Incident Response</kwd>
      </kwd-group>
    </article-meta>
  </front>
  <body>
    <sec id="sec-1">
      <title>-</title>
      <p>
        The increasing challenge in cybersecurity has been often tied to the advancement in
technology development and its wide availability to end users. This development
resulted in increasing opportunities of cybersecurity attacks in order to achieve gains at
personal, organizational and national levels. The traditional approach to combat
cybersecurity threats has mostly relied on continuous investment in security technologies.
This approach has not effectively solved the problem as cybersecurity continue to
constitute an increasing challenge. In fact, research and industry reports now confirm that
technical controls alone are not sufficient to control cybersecurity threats [
        <xref ref-type="bibr" rid="ref1">1</xref>
        ]. A new
perspective to understand cybersecurity challenge comes from the critical shortage in
cybersecurity talents and skills. The cybersecurity job report from Cyber Adventures
estimates a 3.5 million unfilled cybersecurity positions by the year 2021 [
        <xref ref-type="bibr" rid="ref2">2</xref>
        ]. This
shortage is predicted to cost the world about $6 Trillions annual loss by year 2021 due to the
rise in Cybercrimes. The key findings from ISACA report on state of cybersecurity
report for the year 2019 highlights the lack of cybersecurity professionals who have the
right skills and that the skills gap in cybersecurity will continue to increase in the
coming years [
        <xref ref-type="bibr" rid="ref3">3</xref>
        ].
The mindset and hands-on experience of cybersecurity practitioners are focal during
their skills development. Traditional cybersecurity training programs can’t alone
develop the skills expected to deal with cybersecurity threats during real situations before
first exposing practitioners to artificial but rather empirical attacks scenarios. Cyber
range is a virtual environment used to simulate real-life cybersecurity attacks and
response scenarios. This experience is used to develop the skills of cybersecurity
practitioners. The cybersecurity range can also be customized to emulate an organization
infrastructure and its security risks and priorities. This would deliver contextual
experience about what it takes to manage cybersecurity threats.
      </p>
      <p>
        However, one important capability we propose to bring to cyber range programs is
the ability to develop a holistic security mindset for security practitioners so they are
able to consider the socio-technical characteristics of cybersecurity incident response.
This poster proposes deploying two artefacts developed recently during the author PhD
research focusing on developing a socio-technical approach in cybersecurity incident
response [
        <xref ref-type="bibr" rid="ref1">1</xref>
        ]. The two artefacts are named Hyper Interactive Intelligent Pedagogical
Platform for Security Awareness, and Socio-Technical Security Information and Event
Management System (ST-SIEM).
3
      </p>
    </sec>
    <sec id="sec-2">
      <title>Hyper Interactive Intelligent Pedagogical Platform for Security Awareness</title>
      <p>
        This platform is designed to improve individual security awareness and learned lessons
from cybersecurity incidents. The platform consists of five different frames. Each frame
contains a different medium for presenting information: Hypervideo, Wiki, Frequently
Asked Questions (FAQ), PowerPoint Presentation and a Conversational Agent (Chat
bot). The knowledge provided from a cyber range program can be presented in these
different formats to take into consideration the different learning styles of cybersecurity
practitioners when developing their cybersecurity skills [
        <xref ref-type="bibr" rid="ref4">4</xref>
        ]. The desired outcome is
improving the learning experience of practitioners. Figure 1 visualizes how the five
different mediums are presented to the user.
4
      </p>
    </sec>
    <sec id="sec-3">
      <title>Socio-Technical Security Information and Event Management System (ST-SIEM)</title>
      <p>ST-SIEM is an artefact designed to improve the context of actionable security
information before they are processed by security analysts within an organization. The
objective is to improve the efficacy of handling security incidents within an organization.
A general existing limitation in actionable security information they are not customized
to consider the security culture of the organization supposed to act on these incidents.
ST-SIEM handles this limitation by tailoring security information context to consider
the organization security spending mental model – how an organization prioritize
security spending on different security controls: deter, detect, prevent, correct and
recover. Moreover, ST-SIEM adapts the risk factor of security information based on the
organization risk escalation maturity level measured and registered in the system.
Finally, ST-SIEM associate social taxonomies with impact factor based on the business
background (risks and priorities) of the organization. ST-SIEM was developed as a
prototype and integrated with an open source SIEM tool. Figure 2 depicts the
architecture of ST-SIEM including the socio-technical correlation engine which correlates the
technical attributes of the security incident with the social attributes created based on
the modeling of each organization security culture. Figure 3 depicts the defined roles
to operate ST-SIEM artifact including the interaction between these different roles.</p>
    </sec>
  </body>
  <back>
    <ref-list>
      <ref id="ref1">
        <mixed-citation>
          1.
          <string-name>
            <given-names>Al</given-names>
            <surname>Sabbagh</surname>
          </string-name>
          ,
          <string-name>
            <surname>B.</surname>
          </string-name>
          'Cybersecurity Incident Response :
          <string-name>
            <given-names>A</given-names>
            <surname>Socio-Technical</surname>
          </string-name>
          <string-name>
            <surname>Approach</surname>
          </string-name>
          ',
          <source>PhD dissertation</source>
          , Department of Computer and Systems Sciences, Stockholm University, Stockholm,
          <year>2019</year>
          .
        </mixed-citation>
      </ref>
      <ref id="ref2">
        <mixed-citation>
          2.
          <string-name>
            <given-names>Cybersecurity</given-names>
            <surname>Jobs Report</surname>
          </string-name>
          2018-2021, https://cybersecurityventures.com/jobs/,
          <source>last accessed</source>
          <year>2019</year>
          /05/22.
        </mixed-citation>
      </ref>
      <ref id="ref3">
        <mixed-citation>
          3.
          <source>ISACA STATE OF CYBERSECURITY</source>
          <year>2019</year>
          , https://cybersecurity.isaca.org/state-of-cybersecurity,
          <source>last accessed</source>
          <year>2019</year>
          /05/22.
        </mixed-citation>
      </ref>
      <ref id="ref4">
        <mixed-citation>
          4.
          <string-name>
            <surname>Felder</surname>
            ,
            <given-names>M. R.</given-names>
          </string-name>
          and
          <string-name>
            <surname>Silverman</surname>
            ,
            <given-names>K. L.</given-names>
          </string-name>
          :
          <article-title>Learning and Teaching Styles in Engineering</article-title>
          .
          <source>Journal of Engineering Education</source>
          <volume>78</volume>
          (
          <issue>7</issue>
          ),
          <fpage>674</fpage>
          -
          <lpage>681</lpage>
          (
          <year>1988</year>
          ).
        </mixed-citation>
      </ref>
    </ref-list>
  </back>
</article>