The document discusses risk management from a management perspective. It begins with definitions of risk, uncertainty, and related concepts. It then discusses risk governance, formal risk management processes, and how risk is perceived differently across cultures. It also presents various risk categories and elements that should be included in a risk register to document identified risks. The overall aim is to provide an overview of effectively managing risk from an organizational leadership standpoint.
The fascinating world of storytelling ppsmarcela60
This document discusses the importance and benefits of storytelling in the classroom. It identifies teachers and students as storytellers who can help develop students' verbal skills, imagination, and ability to pass on wisdom. Effective storytelling requires special skills from tellers, including voice, body language, focus, characterization, and pacing. Tellers must also engage students through techniques like songs, dialogue, repetition, pantomime, roleplay, and visual aids to compose stories that teach.
This document discusses using video games for information literacy in libraries. It lists different types of library video games such as educational puzzles, interactive adventures, role playing games, and side scrollers. It also discusses whether games should be web-based or installed, have long or short play times, focus on role play or random activities, use text or graphics, be made in-house or outsourced, and focus on subject matter or general library information. Resources for gaming in libraries and gaming information are also listed.
This document discusses using video games for information literacy in libraries. It lists different types of library-oriented games such as puzzles, board games, adventure games, and role-playing games. It also discusses factors to consider for games like subject matter, duration, single or multiplayer, and whether they are for teaching or entertainment. Resources for gaming in libraries are provided, including books, websites, blogs, and organizations related to gaming.
Presentation given as a PSTG at the University of Pittsburgh ULS. The focus is on how gaming and libraries can be merged for outreach and staff interactions.
The document discusses the history of video games and how libraries are using gaming to engage patrons and teach information literacy skills. It provides a brief overview of the progression of gaming from the 1950s to present day and notes that the average age of gamers spans all age groups. Libraries are pursuing gaming initiatives as outreach, to bring in community members, and to provide staff development and instruction opportunities. Examples of library gaming programs and resources for further information are also listed.
John Fudrow is interested in Web 2.0, library technology, social tagging, webware, and gaming. He discusses using new media like Flickr, Facebook, videos and presentations to broadcast and share information easily with others. Fudrow also talks about using social networking sites like Facebook, which has over 37 million users worldwide and over 47 billion page views per month, as a way to find audiences and allow for two-way communication and sharing between users. He proposes using collaborative tools like LibGuides that integrate dynamic media like RSS feeds, videos and scripts to easily edit, share and listen to audiences.
The fascinating world of storytelling ppsmarcela60
This document discusses the importance and benefits of storytelling in the classroom. It identifies teachers and students as storytellers who can help develop students' verbal skills, imagination, and ability to pass on wisdom. Effective storytelling requires special skills from tellers, including voice, body language, focus, characterization, and pacing. Tellers must also engage students through techniques like songs, dialogue, repetition, pantomime, roleplay, and visual aids to compose stories that teach.
This document discusses using video games for information literacy in libraries. It lists different types of library video games such as educational puzzles, interactive adventures, role playing games, and side scrollers. It also discusses whether games should be web-based or installed, have long or short play times, focus on role play or random activities, use text or graphics, be made in-house or outsourced, and focus on subject matter or general library information. Resources for gaming in libraries and gaming information are also listed.
This document discusses using video games for information literacy in libraries. It lists different types of library-oriented games such as puzzles, board games, adventure games, and role-playing games. It also discusses factors to consider for games like subject matter, duration, single or multiplayer, and whether they are for teaching or entertainment. Resources for gaming in libraries are provided, including books, websites, blogs, and organizations related to gaming.
Presentation given as a PSTG at the University of Pittsburgh ULS. The focus is on how gaming and libraries can be merged for outreach and staff interactions.
The document discusses the history of video games and how libraries are using gaming to engage patrons and teach information literacy skills. It provides a brief overview of the progression of gaming from the 1950s to present day and notes that the average age of gamers spans all age groups. Libraries are pursuing gaming initiatives as outreach, to bring in community members, and to provide staff development and instruction opportunities. Examples of library gaming programs and resources for further information are also listed.
John Fudrow is interested in Web 2.0, library technology, social tagging, webware, and gaming. He discusses using new media like Flickr, Facebook, videos and presentations to broadcast and share information easily with others. Fudrow also talks about using social networking sites like Facebook, which has over 37 million users worldwide and over 47 billion page views per month, as a way to find audiences and allow for two-way communication and sharing between users. He proposes using collaborative tools like LibGuides that integrate dynamic media like RSS feeds, videos and scripts to easily edit, share and listen to audiences.
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
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This document outlines a pedagogical engineering model canvas that is used to design learning experiences and evaluate their effectiveness. The model focuses on defining learning outcomes, selecting pedagogical strategies to achieve those outcomes, and evaluating learners through both formative and summative assessments.
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Case 10-1 in the course book: Turban, Efraim. INFORMATION TECHNOLOGY FOR MANAGEMENT: On-Demand Strategies for Performance, Growth and Sustainability. Eleventh Edition. WILEY, 2018.
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Powerpoint de ma présentation lors de la 3ème édition des Printemps de l'École des Hautes Études Publiques de l'Université de Moncton du jeudi 04 avril 2019 au campus de l'Université de Moncton.
Titre: Les laboratoires de fabrication au profit du développement territorial et de l’éducation : quelles gouvernances locales ?
Description: Les fab labs et les makerspaces se multiplient à travers le monde. Ils sont présentés comme étant de nouveaux tiers-lieux de collaboration et d’échange ouvert à tous au sein desquels tout est possible. Ces lieux permettent l'émergence de nombreuses innovations pédagogiques. Ils facilitent les rencontres entre les créatifs et les créateurs (Makers). De belles initiatives sont en cours au Canada dans les établissements d'enseignement. Ainsi, les pouvoirs publics tendent à favoriser la création de laboratoires de fabrication (Fab labs) au sein des établissements post-secondaires afin de développer les compétences du 21ème siècle. Cette présentation discutera de la convergence des intérêts du milieu professionnel et du milieu éducatif au sein des fab labs contribuant à créer un avantage compétitif au Canada, ainsi que des enjeux de gouvernance qui ralentissent le développement d’un véritable réseau tel qu’on peut l’observer ailleurs dans le monde.
This is a class presentation on the Emerging Technology Analysis Canvas (ETAC), a framework to assess emerging technologies. It was created for students in a course on emerging technologies.
Course presentation at the John-Molson School of Business of Concordia University (Montréal) on the emergence of 3D printing and how it impacts on business models and the supply chain
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
Pedagogical engineering model canvas version 1.0bMarc-Andre Leger
This document outlines a pedagogical engineering model canvas that is used to design learning experiences and evaluate their effectiveness. The model focuses on defining learning outcomes, selecting pedagogical strategies to achieve those outcomes, and evaluating learners through both formative and summative assessments.
This document discusses Industrie 4.0, the fourth industrial revolution bringing connectivity and intelligence to manufacturing through technologies like the Internet of Things. Key concepts are connecting physical devices to networks and machines interacting with each other to enable mass customization. This transformation integrates horizontal and vertical networking in factories. Six design principles are outlined: interoperability, virtualization, decentralization, real-time capability, service orientation, and modularity. Diagrams show examples of smart factories and supply chains enabled by Industrie 4.0.
The case for 3D printing in the Always-On supply chainMarc-Andre Leger
Case 10-1 in the course book: Turban, Efraim. INFORMATION TECHNOLOGY FOR MANAGEMENT: On-Demand Strategies for Performance, Growth and Sustainability. Eleventh Edition. WILEY, 2018.
A short presentation on the concept of Maturity Models in business organizations. This was used in a university course as an introduction to the concept.
Pedagogical engineering for STEAM education in Fab Labs and makerspacesMarc-Andre Leger
This is a conference I presented on pedagogical engineering applied to STEAM education in Fab Labs and makerspaces. This was used in a workshop at FAB 14 EDUcation in Bataville France in 2018. It also introduces the idea of the Course engineering canvas model, inspired by the Business Model Canvas proposed by Alexander Osterwalder.
La gouvernance de fablabs et makerspace au CanadaMarc-Andre Leger
Powerpoint de ma présentation lors de la 3ème édition des Printemps de l'École des Hautes Études Publiques de l'Université de Moncton du jeudi 04 avril 2019 au campus de l'Université de Moncton.
Titre: Les laboratoires de fabrication au profit du développement territorial et de l’éducation : quelles gouvernances locales ?
Description: Les fab labs et les makerspaces se multiplient à travers le monde. Ils sont présentés comme étant de nouveaux tiers-lieux de collaboration et d’échange ouvert à tous au sein desquels tout est possible. Ces lieux permettent l'émergence de nombreuses innovations pédagogiques. Ils facilitent les rencontres entre les créatifs et les créateurs (Makers). De belles initiatives sont en cours au Canada dans les établissements d'enseignement. Ainsi, les pouvoirs publics tendent à favoriser la création de laboratoires de fabrication (Fab labs) au sein des établissements post-secondaires afin de développer les compétences du 21ème siècle. Cette présentation discutera de la convergence des intérêts du milieu professionnel et du milieu éducatif au sein des fab labs contribuant à créer un avantage compétitif au Canada, ainsi que des enjeux de gouvernance qui ralentissent le développement d’un véritable réseau tel qu’on peut l’observer ailleurs dans le monde.
This is a class presentation on the Emerging Technology Analysis Canvas (ETAC), a framework to assess emerging technologies. It was created for students in a course on emerging technologies.
Course presentation at the John-Molson School of Business of Concordia University (Montréal) on the emergence of 3D printing and how it impacts on business models and the supply chain
1. Risk management
A management perspective
mercredi 28 avril 2010
2. Plan
What is risk ?
Risk Governance
Risk management
Risk and culture
Risk taxonomy
Risk Metrics
Wrap-up
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3. Introduction
What is risk ?
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4. A definition of risk
Pb(event) x impact
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5. Risk has two meanings
In English, Risk is an umbrella
term, with two varieties:
opportunity which is a risk
with positive effects
threat which is a risk with
negative effects
Hillson(2001)
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6. Risk is not uncertainty
Risk refers to situations where the decision-maker can
assign mathematical probabilities to the randomness
which he is faced with.
Uncertainty refers to situations when this randomness
"cannot" be expressed in terms of specific mathematical
probabilities.
Knight, Frank H. (1921)
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7. Risk and uncertainty
The terms risk and uncertainty have become interchangeable,
and one can often be found in the description of the other.
Risk and uncertainty will be
defined and used
accordingly as separate
issues of the same complex
phenomena, that of hazard
management.
Beck(1986)
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8. Risk is formal
Risk can be considered as
a systematic way of dealing with hazards.
If it is assumed that there is uncertainty associated with
any prediction of a hazard occurring, then there is only
uncertainty because there is only ever a prediction of the
likely occurrence.
Beck(1986)
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9. Uncertainty is not risk
By uncertain knowledge, (...) I do
not mean merely to distinguish
what is known for certain from
what is only probable.
uncertainty is present when there
is no scientific basis on which to
form any calculable probability
whatever.
We simply do not know.
Keynes(1937)
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10. Risk and probability
The very assignment of numerical probabilities - even if
subjective - implies that it represents choice under
"risk"
These probabilities are merely expressions of what is
ultimately amorphous belief and thus may seem more
like "uncertainty".
Savage(1954)
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11. Risk is about outcomes
Risk is the probability that an
event will occur.
In epidemiology, it is most
often used to express the
probability that a particular
outcome will occur following a
particular exposure.
Last JM, (2001)
mercredi 28 avril 2010
12. What is the problem ?
Risk is an old concept, classically measured as a product
of outcome, usually negative, and a measure of
uncertainty, such as probability, balancing bad, but
unlikely, outcomes with less bad but more frequent ones.
The problems arise in defining
what one means by an outcome and
how one assesses the probabilities.
Hudson(2003)
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13. Risk Management
Risk
Utility
management RISK
0 time
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14. A more complete definition
R! (E,A,!)
"
mercredi 28 avril 2010
15. E : element at risk
Element (asset, process, system, etc.) or group of
elements that have an expected utility (u) for a given
period of time (Δt) in a finite space (s)
A : Hazard (real, foreseeable or perceived)
Event or sequence of events resulting from the
exploitation of a vulnerability (ψ) of an element at risk
(E) which can cause a dammage (δ) which results in a
reduction of the expected utility (u) for a given period of
time (Δt) in a finite space (s)
ψ : vulnerability
Fragility (relative) of an element at risk (E) to a hazard (A)
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16. θ : resilience
Capacity of an element at risk (E) to overcome a hazard
(A) by minimizing damages (δ) or by using adversity as
a catalyst for improvement. It is linked to organisational
maturity
δ: damage (real, foreseen or perceived)
Reduction of the expected utility (u) of an element at
risk (E) by a hazard (A)
t : time
s: space
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17. The risk triangle
Da
ma
ity
ge
bil
or
ra
Risk
lne
im
Vu
(E,t,s)
pa
ct
Ha z a rd or t hre at
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18. Risk governance
A management perspective
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19. Ecosystemic view
• A system formed by an ecological community and its environment that
functions as a unit.
• The interconnectedness of organisms (plants, animals, microbes) with
each other and their environment.
http://
www.neok12.com/
php/watch.php?
mercredi 28 avril 2010
22. Role of the Board of
directors
Management Stockholders Employees
Board of
directors
Other
Lenders Suppliers stakeholders
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23. Roles and responsibilities
Mission statement and
values
Sets culture and normative
framework
Arbitrage
Exercises authority
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24. Subsidiarity
Responsability for actions must be alloted to the smallest
possible entity that can resolve it
Decision making as close as possible to the end-user
or customer
Act locally: responsabilize the actors
Empower local competencies and decentralize
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25. Risk governance
Basic ethical principles
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26. Due diligence
Organisations need to
demonstrate that they are
being diligent
They need to be able to
demonstrate that they have
in place formal processes to
ensure that risks are known
and managed
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27. Precaution
When there is the possibility, event if unlikely, that hazards
may cause grave or irreversible dammages, the absence
of absolute scientific certitude can not become a pretext
to avoid taking actions to prevent the degredation of the
situation
Contrary to rational theory, precausion justifies taking
decisions in cases of incomplete information to avoid
irreversable damages.
It justifies non optimal solutions that may satisfy all
parties (minimum regrets)
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28. Continuous improvement
Deming’s wheell approach
Recurrence feedback loops
Evolution of solutions aligned with
the availability of ressources
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29. Evaluation
Must determine, a priori:
Objectives
Follow-up parameters
Control and corrective action plans
A space for all stakeholders to review information
Finality:
Create mecanisms that allow the conversion of data
into usefull planning information
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31. IPMa process
Identify risks
IPMa
Prioritize
Mobiize
ressources
Audit
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32. Qualitative or Quantitative ?
In the absence of solid historical data, all data is subjective.
Sources of historical data:
Past events, hazards and incidents in the organization
Data from similar organizations
Regulatory bodies
Gartner group, IDC, Forester Research and litterature
Standards (ITU, ISO, IEEE)
mercredi 28 avril 2010
33. Scenario based risk mgmt
Using scenarios is the most ‘human sensitive’ approach to
risk management
it’s simpler to get people to tell you a story
What if ...
Then ...
This would result in ...
But, we could do ... to prevent it or to reduce it’s impacts.
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34. Incidents are central
Using past incidents is a key to risk management
Quantitative data finds it’s source in historical data
It is a chance to improve
individuals has to feel that they can, and must, report
incidents
Management has to support this
A risk registry, or journal, serves this purpose
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35. IPM process
Identify
Hazards
Vulnerabilities
Damages
Prioritize
Mobilize ressources
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36. Cognitive processes
The cognitive operations of individual decision makers
involved on decisions about risk are (in order) :
Identify the scenarios to consider
Predict the consequences for each scenario and
estimate their likelyhood
Identify the variables susceptible to influence utility and
ajust them to account for the context
Evaluate the probabilities to assign to contexts that
have been retained
Apply a decisional strategy
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37. L
i
Transfer Avoid
k risk risk
e
li
h
o Accept Mitigate
o risk risk
d
D a m a g e s
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38. L
i Transfer
risk Avoid
k
risk
e
li
h Accept
risk Mitigate
o
risk
o
d
Tolerate risks
D a m a g e s
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39. Biaises that may affect
decision makers
Errors in reasoning
Cognitive dissonances
Heuristics
Cultural variations
Limitis of vigilance
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40. Methodologies
Several are available
All have their limitations
Choice of variables
Scientificity
Validity (internal and external)
Must consider maturity
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41. Risk Management Framework
An integrated risk framework allows organisation to
integrate all the organisational, regulatory and scientific
requirements in a cyclical approach (continuous
improvement).
Should include:
Business processes
Standard Operating Procedures
A governance model
Risk awareness, education & training programs
Workflow management tool (software)
mercredi 28 avril 2010
42. Change management
Implementing a RMF is a Change management problem
five (5) stages of change
Denial
Resistance
Decompensation
Resignation
Integration
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43. How to facilitate change ?
Education, training
Setting normative factors
Rationalization
Consensus
Other (dictatorship, coersion,esoteric)
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44. Risk and culture
Risk, culture, perception and subjectivity
mercredi 28 avril 2010
45. Risk, culture and perception
According to one cultural theory, people choose what to fear
as a way to defend their way of life.
The theory hypothesizes that adherents of a hierarchical
culture will approve of technology, provided it is certified as
safe by their experts.
Competitive individualists will view risk as opportunity
and, hence, be optimistic about technology.
And egalitarians will view technology as part of the
apparatus by which corporate capitalism maintains
inequalities that harm society and the natural
environment. Widavsky (2002)
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46. Difficulty to assess risk
Risk is not always easy to assess, since the probability of
occurrence and the consequence of occurrence are
usually not directly measurable parameters and must be
estimated by statistical or other procedures.
Risk constitutes a lack of knowledge of future events.
Typically, future events (or outcomes) that are favorable
are called opportunities, whereas unfavorable events are
called risks. Another element of risk is its cause.
Kerzner, H. (2003)
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47. Risk tolerance
Risk tolerance looks at acceptable/unacceptable
deviations from what is expected.
In financial investments, The extent to wish an investor is
willing to accept more risk in exchange for the possibility
of a higher return.
mercredi 28 avril 2010
48. Risk appetite
Where do we feel we should allocate our limited time and
resources to minimise risk exposures?
What level of risk exposure requires immediate action?
What level of risk requires a formal response strategy to
mitigate the potentially material impact?
What events have occurred in the past, and at what level
were they managed?
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49. Predictable outcomes
Many activities undertaken by organizations do not have
predictable outcomes
One can’t predict the return from a new project, for
example.
Occurrence of these types of events can only be described
in terms of a range of possible outcomes and the likelihood
or probability of each outcome.
The lack of predictability of outcomes is referred to as risk.
The concept of risk does not imply all possible outcomes are
adverse, only that the precise probabilities of the outcomes
are unknown.
Lewis(2003)
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50. Distribution of outcomes
According to classical decision theory, risk is generally
understood to be the distribution of possible outcomes,
their likelihood, and their subjective values.
In project management, this definition can be applied to
time, cost, performance, and many other influential factors
in any project that impact these three concerns.
March and Shapira (1987) in Kwak(2005)
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51. Reference points
The reference points that
people use to evaluate risky
prospects affect risk-taking.
In this respect, risk tolerance
is a subjective notion in the
absence of clear and uniform
communication and tools for
risk analysis.
Kahneman and Taversky (1979) and Taversky and Kahneman (1992) in Kwak(2005)
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52. Risk taxonomy
Categories of organisational risks
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53. Risk categories
There is an infinite number of categories of risk
Depends on :
organisational culture
legislation
many other factors
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55. What is needed ?
For each incident identified, information needs to be
collected about :
direct monetary losses caused by the incident
Annualized (or aligned on budgetary strategy)
indirect losses (reputation damage or lost business)
with an estimate of the monetary losses resulting
from these indirect losses.
Blakley, B., McDermott, E., Geer, D.(2001)
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56. Risk register
Dates: As the register is a living document, it is important
to record the date that risks are identified or modified.
Optional dates to include are the target and completion
dates.
Description of the Risk: A phrase that describes the risk.
Project Management Institute Body of Knowledge (PMBOK)
mercredi 28 avril 2010
57. Risk register
Risk type (business, project, stage): Classification of the
risk, business risks relate to delivery of achieved benefits,
project risks relate to the management of the project such
as timeframes and resources, stage risks are risks
associated with a specific stage plan.
Likelihood of Occurrence: Provides an assessment on
how likely it is that this risk will occur. Examples of
classifications are: L-Low (<30%), M-Medium (31-70%),
H-High (>70%).
Project Management Institute Body of Knowledge (PMBOK)
mercredi 28 avril 2010
58. Risk register
Severity of effect: Provides an assessment of the impact
that the occurrence of this risk would have on the project.
Counter Measures: Action to be taken to prevent, reduce
or transfer the risk. This may include production of
contingency plans.
Owner: Individual responsible for the ensuring this risk is
appropriately managed and counter measures are
undertaken.
Project Management Institute Body of Knowledge (PMBOK)
mercredi 28 avril 2010
59. Risk register
Status: Indicates whether this is a current risk or if risk can
no longer arise and impact the project. Example
classifications are: C-current or E-ended.
Other columns such as quantitative value can also be
added if appropriate.
Project Management Institute Body of Knowledge (PMBOK)
mercredi 28 avril 2010
60. Risk metrics
A management perspective
mercredi 28 avril 2010
61. The use of metrics
From the governanced based
risk management perspective:
Risk assessment
Continuous improvement
Evaluation
mercredi 28 avril 2010
62. Identifying variables
Metrics are about measurement
Attributing values to variables
Values depend on measurement scales
There are rules on how to use measurement scales
nominal, ordinal, interval, proportional
mercredi 28 avril 2010
64. Scientificity and reliability
Scientific data must meet certain criterias
trust, repeatable, verifyable
We must be able to justify the choices we make
in data and in manipulation (formulas)
mercredi 28 avril 2010