Risks Identification

Week2Assignment-RiskManagement.rtf

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Project Risk Management - Week 2: Individual Assignment

Overview and Rationale

In order to demonstrate proficiency with the content in this course we will complete a number of different assignments to validate your learning – and allow you to implement relevant practices a real-world setting.

Program Level - Student Learning Outcomes:

Create a risk management plan to determine how both positive and negative risks will be identified, analyzed and managed

Articulate the value and benefits of creating an effective approach to planning for project risk management

Identify project related risks and their drivers by integrating best practices, tools and techniques

Analyze risks using qualitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholders

Analyze risks using quantitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholders

Recommend risks for risk response planning or watch list

Devise a risk response plan based on appropriate techniques and strategies that would meet

Stakeholders’ expectations

Execute the risk management plan to continuously monitor risks and risk responses

Describe how organizational and cultural factors may undermine implementation of effective risk management and develop strategies to overcome these factors

Week 2 Learning Objectives

Integrate best practices, tools and techniques to identify project related risks

Perform Stakeholders analysis to identify stakeholders to include in Risk Identification (and how)

Identify Risk identification tools & techniques

Craft quality risk statements that clarify risk drivers, events and impacts

Create a risk register that aligns to Risk Management Plan and stakeholder needs

Explain the process of using-Delphi technique, brainstorming, nominal group, affinity diagramming (group creativity) to identify risks

The next step in risk management is identifying the risks that may impact the progress or success of your project. For this assignment, you will begin to populate the risk register and identify the risks that may occur in the project. For this assignment you will complete and submit:

Risk Register that includes a comprehensive list of identified risks.

A minimum (“meets requirements”) of 15 risks should be identified

To ensure the risk identification includes the breadth and depth necessary for success, be sure to include at least 2 risks from:

1 project-level/ business risks

2 risks per phase of the project (so, if the project has 5 phases, this would be two per phase or 10 risks)

1 project-specific resource risks

1 schedule risks (critical path)

1 project-specific cost risks

2 implementation risks

2 opportunities

Risk statements must be written in the cause-condition-conclusion format. Additionally, you should identify the risk owner and the trigger event for each risk.

For this assignment, do not work to analyze or determine handling actions for the risks – this assignment is to identify the risks only- later weeks will analyze and plan for how to manage the risks.

Include a summary paragraph sharing how risks were identified, what was effective about the process and what you might do differently moving forward.

Refer to the Rubric attached to the assignment for additional criteria for evaluation.

Please post any general questions that you might have on the Ask the Instructor DB so that the information can be clarified for everyone.

Cite any sources. The writing style should be concise and straightforward. Please use a 12 point font.

The format for this is your risk register – an excel-type tool works well for this. Cite any sources. The writing style should be concise and straightforward.

This week’s work will inform additions that you will make to your draft Risk Management Plan that was started in Week 1 and will be completed over the term and submitted in Week 5.

Assignment Rubric

Category

Above Standard

Meets Standards

Approaching Standards

Below Standards

Not Evident

Assignment

Goes well above the

Goes above the

Meets minimum

Meets some

Does not meet the

requirements (70%)

requirements of the assignment.

minimum requirements of the

assignment requirements

assignment requirements

requirements of the assignment.

Provides new

assignment

information, tools,

and/or techniques

Critical Thinking

Professional insights

Comprehensive

Includes an explanation

Includes a general

Does not explain the

(15%)

into depth and breadth

explanation of the

of the issue;

explanation of the issue

issue; does not explore

of assignment - goes

issue; exploration of

exploration of expert

but is vague or is not

expert viewpoints or

WELL beyond

expert viewpoints and

viewpoints and use of

clearly linked to the

use evidence to inform

assignment

use of evidence to

evidence to inform

identified risks;

interpretation and

requirements to

inform interpretation

interpretation and

includes some

analysis; does not

explore risks and/or

and analysis; thorough

analysis; includes an

exploration of expert

provide an evaluation

relevant new

evaluation of the

evaluation of the

viewpoints and use of

of the context

techniques.

context (historical,

context (historical,

evidence to inform

(historical, ethical,

ethical, cultural,

ethical, cultural,

interpretation and

cultural, environmental

environmental or

environmental or

analysis; includes a

or circumstantial

circumstantial

circumstantial

general evaluation of

settings), and self and

settings), and self and

settings), and self and

the context (historical,

others’ assumptions

others’ assumptions

others’ assumptions

ethical, cultural,

and perspectives when

and perspectives when

and perspectives when

environmental or

stating a position;

stating a position; well-

stating a position;

circumstantial

conclusions are not

informed conclusions

conclusions are based

settings), and self and

based on prioritized

based on methodically

on methodically

others’ assumptions

evidence and

prioritized evidence

prioritized evidence

and perspectives when

perspectives.

and perspectives.

and perspectives.

stating a position, but

lack specificity;

conclusions are based

on prioritized evidence

and perspectives.

Communication

Goes well beyond

Assignment is well

Assignment is

Assignment is well

Assignment is not

(10%) (includes

assignment

organized, and the

organized, and the

organized, and the

organized. It is not

grammar and clarity)

requirements to communicate

format can be followed. It is evident to reader

format can be followed. It is evident to reader

format can be followed. It is evident to reader

evident to reader what is contained in each

information in a

what is contained in

what is contained in

what is contained in

section of report. Low

precise, insightful and

each section of the

each section of the

each section of the

quality grammar,

professional manner.

report. High quality

report. High quality

report. Good quality

misspellings.

grammar. No

grammar. No

grammar. Minor

misspellings.

misspellings.

misspellings.

Formatting

Virtually no errors in

Rare errors in

Some errors in

Multiple errors in

Does not submit

(5%)

formatting, citations,

formatting, citations,

formatting, citations,

formatting, citations,

assignment materials

NOTE: Gross

or references.

or references.

or references.

or references.

in APA 6 format.

failure to

provide

PROPER

citations and

references –

particularly

with regard to

direct quotes – will result in sanctions as outlined in the academic honesty policy