Risk Capture Template

Risk Capturing Templatedemo Httpswwwyoutubecomwatchvhw6ca665

Risk Capturing Templatedemo Httpswwwyoutubecomwatchvhw6ca665

RISK CAPTURING TEMPLATE Demo - Task 3-2 Risk Register RISK NO. RISK DESCRIPTION (Event, Causes, Impacts) COMMENT ON RISK (Trends, Background, etc.) DATE RISK LAST ASSESSED- (MM/DD/YYYY) CONSEQUENCE (SEVERITY) SCORE (1–5) LIKELIHOOD SCORE (1–5) NUMERIC RISK VALUE- (E X, F) CHANGE IN RISK (Improving, No Change, Getting Worse) RISK OWNER (Job Title) RISK STRATEGY (Avoid, Reduce, Transfer, Do Nothing) &F &F Demo - Demo - Results and Outputs Attach your completed analyses as an Appendix in your paper. Focus Group Transcription – Key Themes Code Number Code Name Summary Describing Code YRBSS Dataset – SPSS Output © 2020. Grand Canyon University. All Rights Reserved. th Grade Girls Healthy Food Focus Group Transcription Key ?(word)?

Transcriber is unsure of accuracy of statement made by speaker. ( ) Empty parenthesis indicate the transcriber’s inability to hear what was said. [word] Brackets indicate sounds and emotions, e.g., laugh, hum, sneeze. {.} Short pause {…} Long pause … Ellipses indicate speaker’s trailing off at the end of a statement. P1= Participant 1 P2= Participant 2 P3= Participant 3 P4= Participant 4 P5= Participant 5 Transcript M: For your homework, you all made a list of healthy foods that you like to eat. So, what did you put on your list? Just one at a time, yell out. P4: Pineapple.

M: Pineapple. Anybody else put pineapple? ?P? () P4: Me. M: Okay, so one more. Okay, okay so what else? ?P? Apples.

P1: I was gonna put that but… M: How many people said apples? P2: 2 P1: I was gonna but then my dad told me not to because I brought an apple so. M: [laughter] Okay so would you put it? P4: Um, strawberries. P1: I’m… woulda put it but… P4: Strawberries.

P: () M: Okay. P4: Mandarin oranges. M: Mandarin ooooh mandarin oranges are those in the can, or are they fresh? P4: Fresh. P: Fresh, without a doubt.

P2: I put that too. M: And you eat them fresh also? P2: Yes. M: Anybody else put strawberries. I forgot to ask.

Is there more than one? How many people had strawberries? M: Just one. Go ahead, I like strawberries. What else?

What else… P2: Peaches. M: Well, this is Georgia. P4: I put peanut butter crackers. That’s not really… M: Peanut butter crackers. P1: That’s our first nonfruit.

M: Peanut butter crackers is… healthy to you? P: () P3: Tangerines. M: I’m sorry, what? P3: Tangerines. M: Okay and are those fresh are they in another… You eat them fresh?

P3: Fresh. M: Okay. P4: Grapes. M: Grapes? What kind of grapes?

P4: It doesn’t matter to me, I just like grapes. M: It doesn’t matter if it's red, green, seedless, seeds. P2: Ugh, I hate seeds. () P4: Grapes are grapes. M: All seedless, and grapes are grapes. Mmmk.

P: I put… M: How many people like grapes? Unanimous. Okay, this is a grape group. Get it [laughter]? Okay, so um any other?

P2: Uh huh, I put lettuce, just because sometimes I like to eat it. P1: Yeah. P2: Put it in school lunch in a little container, and I just eat it. M: So, they put it in school. What does it look like in a container in school lunch?

P2: Um, it’s an open container that’s just like at least that big, and clear it’s like yeah, it’s clear, and they just put lettuce in it. P1: And you eat it. And it's plastic? P2: Yeah, it’s plastic, and you can like crumple it. M: So, a little bit about the container makes it fun too, it sounds like.

So, is it just lettuce or is there anything else in there? P: Tomatoes, but I don’t eat them. M: So, you don’t eat tomatoes? P2: Yeah. P1: And I put scoops of hummus.

M: Ooo scoops of hummus. So how, how do you eat that? P1: Um, I put a chip and ?dump the chip in the hummus? M: Um with what kind of chip? P1: Um, the Tostitos.

Just Tostitos. Whatever () P2: I put pears because a lot of schools have pears. P1: Ew, I like fruit, but I don’t like pears that much. M:[coughing] So are the pears are they like fresh, are they canned, are they… P2: They’re fresh. Yeah, I think they are fresh, they’re not canned.

M: And you like them fresh? And you eat them? P2: Yeah. M: So, you just eat them at school, or you eat them at home? P2: I eat them, I just eat them at school, my mom doesn’t buy them.

M: Your mom doesn’t buy them, but just in school. Okay. {…} Okay so you like them, but you eat them at school, but your mom doesn’t buy them. Okay. Anybody else, um, is there more they want to add to the list? P3: Granola bars.

M: Granola bars. M: What kind of granola bars do you like? P3: Chocolate. M: With chocolate. Okay everybody likes it with chocolate, or you like them different?

P1: There’s this one that I like with like salted caramel or something I don’t know. It’s a granola bar, that’s all I know. And I steal it from my friend every day at lunch. [laughter] P1: Yeah next time that I have it she’s going to steal it from me. Then I’m going to steal it back. We’re just going to go on forever.

M: So, the salted caramel one you steal, or you steal chocolate too? P1: Whichever one she has basically. M And is it just those two flavors or do you like other ones? P2: Sometimes I have peanut butter, marshmallow, and chocolate. P1: Yes.

P2: Those are so good, but they have itty bitty pieces of marshmallow. P1: Yeah. M: Okay. Great. Are there any other things that we like that are healthy?

P1: Goldfish. I don’t know if that’s healthy. M: Goldfish. If you think it’s healthy its healthy for right here. P2: I feel like fruit snacks.

P1: Yeah. M: What kind of fruit snacks do you eat? P2: Every kind. The kind that has the less sugar, like these. The strawberry artificially flavored ones.

P: The gluten free. M: Less sugar, glu… gluten free. Do you know what brand is that? P2: Um it's Kellogg fruity snacks. M: Okay.

P2: They have the best cereal. Kellogg’s. (Kellogg’s is great.) M: Okay, anybody else. Any other things that are healthy that they eat. P3: I think fat free ham, honey ham. M: O, fat free honey ham.

P2: O, cool. P1: Ham is ham. P1: I like ham. P2: Any ham is just good. P2: Turkey ham.

Fried ham. M: So, there’s a lot of you. How many of you say that () ham is healthy? [raised hands] Unanimous. P1:Now I’m getting hungry. M: That’s the purpose.

That’s what this group is. We’re gonna get hungry, and then there’s food later. Okay Um, does this look like a good list, or would you add anything? P5: Bananas. M: Who eats bananas?

M:Okay, was that everybody? I can’t see. M: () Good I’m glad you are speaking your opinion. We’re all good, good. P2: Yogurt.

M: And yogurt. What kind of yogurt? P2: Um. Yoplait yogurt. Any type of Yoplait yogurt.

M: Okay. P1: I like yogurt. I just don’t eat it ever. M: Okay. P3: Water.

M: Water, yes. P2: I like to chew on water because of the ice. M: O, you like it with ice. Okay. P1: I can’t chew it anymore because of my braces. () M: Okay, does this all look good.

You’re feeling good about these as healthy foods? Awesome. © 2020. Grand Canyon University. All Rights Reserved. 2 QSO 355 Module Three Activity Guidelines and Rubric Note: This activity is designed to give you practice in creating a risk register, which you will do for your final project in Milestone Two.

Complete the Module Three Risk Register Template for an upcoming hypothetical job opportunity. Many students are going through a course of study here at SNHU with the intent of eventually making some sort of a job change. It may be a promotion in a current place of employment, a new job with a different company, or a career change. Changing an aspect of your career is a multilayered risk. Complete this risk register for a possible career opportunity that you would consider upon the completion of your course of study here at SNHU.

Keep in mind that risk is unknown, both negative and positive. The focus here is for you to gain an understanding of the tool. See the below example videos for background information regarding a risk register: What Is a Risk Register and When to Use It Example Risk Register Created in Excel Specifically, the following critical elements must be addressed: ï‚· Risk Description: This provides a brief description of the risks (positive or negative) associated with taking on the new job opportunity. ï‚· Scores and Value: This provides two scores: one that provides a score (1–5) in regard to the severity of the associated risk if it were to occur. The second should provide a score (1–5) regarding the likelihood the associated risk will occur. ï‚· Change in Risk: This identifies the current trend of the associated risk. ï‚· Risk Owner: This identifies who is best suited to own the associated risk. ï‚· Risk Strategy: This identifies the strategy for handling the associated risk.

Please remember that this assignment is a lighthearted opportunity for you to show that you understand how a risk register is used. Rubric Guidelines for Submission: This activity will be submitted using the Module Three Risk Register Template. Any outside references should be cited in APA format, but are not required. Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Risk Description Provides a description of the risks (positive or negative) associated with taking on the new job opportunity and uses specific details Provides a description of the risks (positive or negative) associated with taking on the new job opportunity but does not use specific details Does not provide a description of the risks (positive or negative) associated with taking on the new job opportunity 18 Scores and Value Provides two scores (1–5) regarding the severity of the associated risk and the likelihood of occurrence Provides two scores (1–5) regarding the severity of the associated risk and the likelihood of occurrence, but is not accurate Does not provide two scores (1–5) regarding the severity of the associated risk and the likelihood of occurrence 18 Change in Risk Identifies the current trend of the associated risk Identifies the current trend of the associated risk, but is not accurate Does not identify the current trend of the associated risk 18 Risk Owner Identifies who is best suited to own the associated risk Identifies who is best suited to own the associated risk, but is not accurate Does not identify who is best suited to own the associated risk 18 Risk Strategy Identifies the strategy for handling the associated risk Identifies the strategy for handling the associated risk, but is not accurate Does not identify the strategy for handling the associated risk 18 Articulation of Response Submission has no major errors related to citations, grammar, spelling, or syntax Submission has major errors related to citations, grammar, spelling, or syntax that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, or syntax that prevent understanding of ideas 10 Earned Total 100%

Paper For Above instruction

The process of effectively capturing and analyzing risks associated with potential career opportunities is essential for informed decision-making and strategic planning. A risk register serves as a vital tool in identifying, assessing, and managing both positive and negative risks that may influence a career change or promotion. In this paper, I will develop a comprehensive risk register for a hypothetical career opportunity I might consider after completing my studies at Southern New Hampshire University (SNHU). This exercise will demonstrate my understanding of risk management principles and the application of a risk register in evaluating career-related risks.

Risk Description

The primary risks associated with pursuing a new career opportunity include job security concerns, adaptation to new work environments, potential salary reduction, and increased stress levels. For positive risks, opportunities such as increased job satisfaction, career advancement, and skill development are also considered. Specifically, the risk of job insecurity arises if the new position has a temporary contract or a company facing financial instability. Adaptation difficulties may occur if the new role demands skills outside my current expertise, leading to potential performance issues. Salary reduction, in contrast, poses a financial risk and could impact my standard of living. Conversely, benefits like enhanced professional skills and greater job fulfillment are positive aspects that could positively influence my career trajectory.

Scores and Value

In assessing these risks, I assign severity and likelihood scores on a scale of 1 to 5. For example, the risk of job insecurity might have a severity score of 4, given its significant impact on livelihood, and a likelihood score of 3, considering the current economic climate. Adaptation challenges could have a severity score of 3, with a likelihood of 4, due to the commonality of skills gaps in transition phases. Salary reduction could be assigned a severity score of 3 and a likelihood of 2, reflecting its moderate impact but lower probability. Positive risks like career advancement might have a severity score of 4, with a likelihood score of 3, as career growth opportunities often depend on various factors. Overall, these scores help prioritize risks for targeted management strategies.

Change in Risk

The trend of these risks varies; job insecurity and adaptation challenges are currently stable, with no significant improvement or deterioration. Salary reduction remains a low likelihood risk, with stable trends, while opportunities like career advancement are increasing as I prepare for transition and acquire new skills. Recognizing these trends helps in proactive planning and resource allocation to mitigate potential adverse outcomes.

Risk Owner

The responsibility of managing these risks primarily rests with myself, as the individual navigating career changes. However, specific risks such as job security and skill gaps could involve support from mentors, HR professionals, or career advisors who can provide guidance and resources for mitigating these risks effectively.

Risk Strategy

Various strategies are employed to handle these risks. To mitigate job insecurity, I plan to negotiate contractual terms and seek clarity on employment stability prior to accepting the offer. For adaptation challenges, I intend to pursue additional training, certifications, and continuous learning to bridge skill gaps. Salary reduction risks can be managed by financial planning, savings, and negotiating compensation packages. For positive risks like career advancement, I aim to leverage networking and professional development opportunities to maximize benefits. This strategic approach ensures a balanced and proactive management of career risks, fostering informed decision-making and confidence in pursuing new opportunities.

Conclusion

In conclusion, developing a risk register for a hypothetical career opportunity has provided insights into the systematic evaluation of potential risks and benefits associated with career decisions. Applying risk management principles ensures that I am prepared to navigate uncertainties and capitalize on opportunities. As I advance in my professional journey, utilizing tools like the risk register will be instrumental in making strategic, confident career moves aligned with my goals and circumstances.

References

• Hillson, D. (2009). Managing Risk in Projects. Routledge.
• Kendall, G. I., & Melanese, R. (2017). Risk Management for Enterprises and Projects. CRC Press.
• Merna, T., & Al-Thani, F. F. (2012). Risk Management in Engineering and Construction. CRC Press.
• PMI. (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). Project Management Institute.
• Hillson, D., & Simon, P. (2007). Practical Project Risk Management. Berrett-Koehler Publishers.
• Chapman, C., & Ward, S. (2011). How to Manage Project Opportunity and Risk. Wiley.
• Smit, A., & Spedding, T. A. (2018). Strategic Risk Management. Routledge.
• Fraser, P., & Simkins, B. (2010). Enterprise Risk Management: Today's Leading Research and Best Practices for Tomorrow's Executives. John Wiley & Sons.
• Moore, M. H. (2017). Risk Management: Strategic, Tactical, and Operational. CRC Press.
• ISO 31000 (2018). Risk Management — Guidelines. International Organization for Standardization.