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Manage program risk

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BSBPMG616

Learner Workbook

Table of Contents Instructions to Learner 2 Assessment instructions 2 Assessment requirements 4 Candidate Details 6 Assessment – BSBPMG616 – Manage program risk 6 Learner Workbook Activity 7 Activity 1A 7 Activity 1A checklist – for assessor 8 Activity 1B 9 Activity 1B checklist – for assessor 11 Activity 1C 13 Activity 1C checklist – for assessor 15 Activity 2A 17 Activity 2A checklist – for assessor 18 Activity 2B 19 Activity 2B checklist – for assessor 21 Activity 2C 23 Activity 2C checklist – for assessor 24 Activity 2D 25 Activity 2D checklist – for assessor 26 Activity 3A 27 Activity 3A checklist – for assessor 29 Summative Assessments 31 Section A: Skills Activity 32 Section B: Knowledge Activity (Q & A) 33 Section C: Performance Activity 34 Supplementary Oral Questions (optional) – for assessor 36 Competency record to be completed by assessor 39

Instructions to Learner

Assessment instructions

Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

· Address each question including any sub-points

· Demonstrate that you have researched the topic thoroughly

· Cover the topic in a logical, structured manner

· Your assessment tasks are well presented, well referenced and word processed

· Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

· Presenting any work by another individual as one’s own unintentionally

· Handing in assessments markedly similar to or copied from another learner

· Presenting the work of another individual or group as their own work

· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to AIBT’s website, in writing, outlining the reason(s) for the appeal.

Recognised prior learning.

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can either be:

· Direct observation

· Product-based methods e.g. reports, role plays, work samples

· Portfolios – annotated and validated

· Questioning

· Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

Third parties can be:

· Supervisors

· Trainers

· Team members

· Clients

· Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction. If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor

Candidate Details

Assessment – BSBPMG616 – Manage program risk

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBPMG616 – Manage program risk.

Name: _____________________________________________________________

Student ID: _____________________________________________________________

Email: _____________________________________________________________

Declaration:

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed: ____________________________________________________________

Date: ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________

Learner Workbook Activity

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.

Activity 1A

ObjectiveP.C. 1.1 To provide you with an opportunity to select and modify the program risk methodology to match the context for risk.
Scenario A:Miss Chen is the manager of the Elegance clothing company. She recently held a meeting with a number of stakeholders and identified the possibility of expanding the company. This will involve increasing the range of clothing and using different marketing channels to increase the reach to potential customers.1. Select the most appropriate risk management program/ method/ technique or tool which Miss Chen maybe able to select for scenario A.· Explain how it is suitable with a given context· Identify if the selected risk management program/ method/ technique or tool is required an adjustment to match the risk in a scenario.

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competency(Code and Title)
Date(s) of assessment
Marking checklistPerformance Criteria
1.Learner can correctly select the most appropriate risk management program/ method/ technique or tool in relation to a provided scenario.Yes         No(Please circle)1.1
Learner can briefly explain how the selected risk management program/ method/ technique or tool is suitable with a given context.Yes         No(Please circle)
Learner can correctly identify if the selected risk management program/ method/ technique or tool is required an adjustment to match the risk in a scenario.Yes         No(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:Not yet satisfactorySatisfactory

Activity 1B

ObjectiveTo provide you with an opportunity to:· P.C 1.2 – direct identification, documentation and analysis of program level risks, in consultation with stakeholders, as the basis for project risk-management planning.· P.C. 1.3 – direct, support and mentor project managers in the analysis, evaluation and treatment of risks.
Scenario B:Sam is the manager of the Trex cycling company. He recently held a meeting with a number of company stakeholders and identified the possibility of acquiring a line of Caltec mountain bikes for sale in the Trex cycling shops. He is aware that there are a number of risks associated with the acquisition which will need to be addressed in collaboration with the project managers.Based on scenario B, you will be required to discuss and further instruct by the trainer if needed, and then answer the following questions.1. What is a key concern of risk in this context?2. From a scenario B, give an example of a risk identification method and briefly explain how it is appropriate with the context.3. When Sam takes documentary records of all the risks that are identified, what are necessary details which he needs to include in a risk register.4. After Sam has identified risks, should he select quantitative or qualitative methods or a combination? Explain your answer.5. In this context, who should be the relevant stakeholders that Sam needs to consult and collaborate with?6. In general, what should be included as the basis for project risk-management planning?7. Identify three steps that Sam might take as part of the risk analysis process.8. Discuss the process of evaluating program risks which Sam might follow.9. Identify and provide details of risk treatment options which Sam might consider and explain how they can benefit his company.

Activity 1B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competency(Code and Title)
Date(s) of assessment
Marking checklistPerformance Criteria
1.Learner can correctly identify a key concern of risk in this context.Yes         No(Please circle)1.2 & 1.3
2.Learner can correctly give an example of a risk identification method and briefly explain how it is appropriate with the context.Yes         No(Please circle)
3.Learner can correctly identify necessary details which Sam needs to include in a risk register regarding a provided case study.Yes         No(Please circle)
4.Learner can correctly explain whether quantitative or qualitative methods or combination methods is the most suitable method in this context.Yes         No(Please circle)
5.Learner can correctly identify relevant stakeholders that Sam needs to consult and collaborate with.Yes         No(Please circle)
6.Learner can correctly identify elements which should be included as the basis for project risk-management planning.Yes         No(Please circle)
7.Learner can correctly identify three steps that Sam might take as part of the risk analysis process.Yes         No(Please circle)
8.Learner can correctly discuss the process of evaluating program risks which Sam might follow.Yes         No(Please circle)
9.Learner can correctly identify and provide details of risk treatment options which Sam might consider and explain how they can benefit his company.Yes         No(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:Not yet satisfactorySatisfactory

Activity 1C

ObjectiveTo provide you with an opportunity to:· P.C. 1.4 – Ensure risk management is visible and dynamic across the program so that risks are assigned and managed in a timely manner.· P.C. 1.5 – Develop and maintain a program risk-management system to enable effective management and communication of risks, controls, treatments and outcomes to stakeholders across the program
Simulated Case:You are working as a project manager in ABC Company. You are assigned an urgent project which needs to be completed by 15 days. Due to time constraint, you are aware that there are several risks associated with the project.1. What can you do to ensure risk management is effective to manage risks across the program?2. Specify reasons for implementing communication and consultation processes.3. Specify tasks that should be undertaken by the risk management team.4. When developing and maintain the risk management system, which policies/procedures/programs may be implemented for the effective control of risk?5. Develop one of a risk management system that you believe it is effective for the above context, and further explain how to keep maintaining its effectiveness.6. What are methods which may be used for communication of risks, controls, treatments, and outcomes to relevant stakeholders?

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competency(Code and Title)
Date(s) of assessment
Marking checklistPerformance Criteria
1.Learner can correctly identify how to ensure risk management is effective to manage risks across the program based on a provided scenario.Yes         No(Please circle)1.4 & 1.5
2.Learner can correctly specify reasons for implementing communication and consultation processes.Yes         No(Please circle)
3.Learner can correctly specify tasks that should be undertaken by the risk management team.Yes         No(Please circle)
4.Learner can correctly explain policies/procedures/programs which may be implemented for the effective control of risk when developing and maintain the risk management system?Yes         No(Please circle)
5.Learner can correctly develop one of a risk management system which is suitable for a context.Yes         No(Please circle)
Learner can correctly explain how to keep maintaining an effectiveness of a risk management system.Yes         No(Please circle)
6.Learner can correctly identify methods which may be used for communication of risks, controls, treatments, and outcomes to relevant stakeholdersYes         No(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:Not yet satisfactorySatisfactory

Activity 2A

ObjectiveP.C. 2.1 – To provide you with an opportunity to direct management of the program in accordance with agreed program risk-management plans.
1. Share your opinions regarding relevant actions that can be taken when direct management of program. The instruction of this task will be further explained by your trainer.2. Imagine, if you were working in a construction project manager, what would be relevant duties that you and your team members may be expected to perform as part of risk management.

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competency(Code and Title)
Date(s) of assessment
Marking checklistPerformance Criteria
1.Learner can effectively use their verbal exchange skills to communicate with a group.Yes         No(Please circle)2.1
Learner can correctly discuss relevant actions that can be taken when direct management of program.Yes         No(Please circle)
2.Learner can correctly identify relevant duties that he/she and his/her team members may be expected to perform as part of risk management.Yes         No(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:Not yet satisfactorySatisfactory

Activity 2B

ObjectiveP.C. 2.2 – To provide you with an opportunity to review progress, analyse variance and initiate risk responses to achieve program objectives in dynamic risk environments.
Figure 1: Risk Management ProcessThe above figure simulates a risk management process of banking operation. Review its risk management process and answer the following questions.1. Briefly explain the definition/ responsibilities of the following risk management process.· Establish the scope, context, and criteria· Risk identification· Risk analysis· Risk Evaluation· Risk treatment· Monitoring and review· Communication and consultation· Recording and reporting2. During the process of analysing risk variation, what are methods and techniques that you should use?3. Give two examples of associated risks in banking industry.· Explain how each risk could occur· What are initiate risk responses to achieve program objectives?

Activity 2B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competency(Code and Title)
Date(s) of assessment
Marking checklistPerformance Criteria
1.Learner can briefly explain the definition/ responsibilities of establish the scope, context, and criteria in a risk management process.Yes         No(Please circle)2.2
Learner can briefly explain the definition/ responsibilities of risk identification in a risk management process.Yes         No(Please circle)
Learner can briefly explain the definition/ responsibilities of risk analysis in a risk management process.Yes         No(Please circle)
Learner can briefly explain the definition/ responsibilities of risk evaluation in a risk management process.Yes         No(Please circle)
Learner can briefly explain the definition/ responsibilities of risk treatment in a risk management process.Yes         No(Please circle)
Learner can briefly explain the definition/ responsibilities monitoring and review in a risk management process.Yes         No(Please circle)
Learner can briefly explain the definition/ responsibilities of communication and consultation in a risk management process.Yes         No(Please circle)
Learner can briefly explain the definition/ responsibilities of recording and reporting in a risk management process.Yes         No(Please circle)
2.Learner can correctly identify methods and techniques that should be used during the process of analysing risk variation.Yes         No(Please circle)
3.Learner can correctly give two examples of associated risks in banking industry.Yes         No(Please circle)
Learner can correctly explain how each risk could occur.Yes         No(Please circle)
Learner can correctly identify initiate risk responses to achieve program objectives.Yes         No(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:Not yet satisfactorySatisfactory

Activity 2C

ObjectiveP.C. 2.3 – To provide you with an opportunity to ensure risks are monitored and assessed across the program at agreed intervals.
Scenario CJane is the owner of the Scissor salon. The working timing of the salon is 10:30 am to 7:30 pm and it opens every day of the week. Salon has a total of 7 employees. Apart from the salon, premises have one stock room, one staff room, chairs, and a fridge.She realises that there is a risk related to the safety and health of the salon products. Therefore, she would like to ensure these risks are effectively monitored for her staff.1. What could Jane act to ensure associated risks are effectively monitored across the program?2. How to assess whether the associated risks are effectively monitored across the program?

Activity 2C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competency(Code and Title)
Date(s) of assessment
Marking checklistPerformance Criteria
1.Learner can correctly understand the risks regarding a provided scenario.Yes         No(Please circle)2.3
Learner can correctly understand what Jane should act to ensure associated risks are effectively monitored across the program.Yes         No(Please circle)
2.Learner can correctly assess whether the associated risks are effectively monitored across the program.Yes         No(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:Not yet satisfactorySatisfactory

Activity 2D

ObjectiveP.C. 2.4 – To provide you with an opportunity to direct response to actuated program risk (issues) and ensure remedial actions are authorised with impact analysis, to achieve program objectives.
Complete the following tasks individually or as instructed by your trainer:1. Explain what could be actuated program risk (issues)?2. In your point of views, what responsibilities do you believe that they are associated with the direction of response to actuated program risk? Please explain your opinions to your members.3. Give examples of remedial actions that may be authorised with impact analysis for the achievement of program objectives.

Activity 2D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competency(Code and Title)
Date(s) of assessment
Marking checklistPerformance Criteria
1.Learner participated in a small group discussion and correctly used verbal exchange skills.Yes         No(Please circle)2.4
Learner can correctly explain what actuated program risk (issues) could be.Yes         No(Please circle)
2.Learner can correctly identify and explain responsibilities that they are associated with the direction of response to actuated program risk.Yes         No(Please circle)
3.Learner can give examples of remedial actions that may be authorised with impact analysis for the achievement of program objectives.Yes         No(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:Not yet satisfactorySatisfactory

Activity 3A

Objective· P.C. 3.1 – To provide you with an opportunity to identify and document program residual risk to alert stakeholders of any transferred liability at program completion.· P.C. 3.2 – To provide you with an opportunity to review and analyse program outcomes to assess the effectiveness of the risk-management methodology.· P.C. 3.3 – To analyse, document and recommend lessons learned for application in other programs
Scenario D:Peter is the owner of the Billatong bar and grill. His business has been severely impacted by Covid19 pandemic since last year. He has recently started to promote a program for the purpose of increasing the popularity and encouraging customers to spend more. This has involved adding more meals to the menu, introducing special drinks offers, and providing existing customers with rewards for loyalty.Peter has been generally satisfied with the level of success achieved through the adoption of these strategies. However, some customer complaints have been made about the new meals, and the introduction of drinks offers has had a negative financial effect. Peter has used different controls for the purpose of addressing these negative aspects. However, there is still some risk associated with the program for the bar and grill.1. Identify program residual risks related to the provided context.2. Who may be the relevant stakeholders who Peter might be expected to alert to the residual risk?3. Carefully read the above context again, and analyse both positive and negative program outcomes from above context.4. What is the risk management method which has been implemented by Peter?5. Assess whether the risk management method is effective. Please provide your support why or why not.6. Specify issues that may be identified when performing analysis of the risk management program.7. What would you suggest improving the risk management program from a context?

Activity 3A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competency(Code and Title)
Date(s) of assessment
Marking checklistPerformance Criteria
1.Learner can correctly identify program residual risks related to the provided context.Yes         No(Please circle)3.1, 3.2& 3.3
2.Learner can correctly identify relevant stakeholders who Peter might be expected to alert to the residual risk.Yes         No(Please circle)
3.Learner can correctly analyse both positive and negative program outcomes from a provided context.Yes         No(Please circle)
4.Learner can correctly identify risk management method which has been implemented by PeterYes         No(Please circle)
5.Learner can correctly assess whether the risk management method is effective.Yes         No(Please circle)
6.Learner can correctly specify issues that may be identified when performing analysis of the risk management program.Yes         No(Please circle)
7.Learner can correctly suggest improving the risk management program from a context.Yes         No(Please circle)
Comments
Assessor’s comments here
The learner’s performance was:Not yet satisfactorySatisfactory

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

· Skills – skill requirements, required skills, essential skills, foundation skills

· Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence

· Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

The following foundation skills have been completely fullfilled and complied by activity 1A-1C, 2A-2D and 3A.

· Reading

· Writing

· Oral Communication

· Interact with others

· Get the work done.

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

· Explain the use of risk management tools, frameworks, systems, methodologies and standards

· Explain the use of a dynamic risk register across a program.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

1. Explain how each of these tools and techniques help with risk identification and management.

· The Delphi technique

· Root cause analysis

· Benchmarking.

2. Explain how each of the following methods will use and help in the process of risk management.

· Brainstorming

· Ranking risks

· Creating mitigation strategies.

3. Identify three aspects that the risk management framework should enable in relation to risks.

4. Generally, what are policies/procedures/programs that may be included within the risk management system?

5. Identify three types of outcomes that should be included when updating the risk register.

6. Specify four details that should be included within a risk register.

7. Briefly summarise the steps or procedures that help you to effectively use a risk register across the risk management program?

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following performance evidence:

· direct the planning of program risk management, including:

· assessment and selection of risk methods to suit risk context

· directing identification, documentation and analysis of risks as basis for planning

· directing, supporting and mentoring project managers in analysing, evaluation and treatment of risks

· ensuring risk management is visible and timely

· developing and maintaining a risk management system across the program

· manage program risk, including:

· managing the program in accordance with plans

· reviewing progress, analysing variance and initiating risk responses

· ensuring risks are assigned and monitored across the program at agreed intervals

· issues are assessed for impact and remedial actions authorised

· assess project and program risk-management outcomes, including:

· identifying and documenting residual risk

· reviewing and analysing program risk outcomes

· documenting, analysing and recommending lessons learned

· respond effectively to risk within complex programs that are subject to unpredictable contextual pressures.

Answer the activity in as much detail as possible, considering if you are now working as a project manager in the Koala Bank of Australia.

1. Direct the planning of risk management for a program specific to Koala Bank of Australia.

Perform the following activities as part of the planning process:

· Select ONE risk context that you believe it is relevant to your bank

· Assess and select appropriate methods according to the risk context

· Direct the identification, documentation, and analysis of risk as the basis for planning

· Direct, support, and mentor project managers in the analysis, evaluation, and treatment of risks

· Ensure risk management is visible and timely

· Develop and maintain a risk management system across the program.

2. Undertake management of program risks in accordance with the plans that were developed during the previous activity.

Perform the following activities as part of the risk management process:

· Manage the program in accordance with plans

· Review progress, analyse variance, and initiate risk responses

· Ensure risks are assigned and monitored across the program at agreed intervals

· Assess issues for impact and authorise remedial actions.

3. Conduct an assessment of project and program risk-management outcomes in relation to the implementation of methods during the previous activity.

Perform the following activities as part of the assessment process:

· Identifying and documenting residual risk

· Reviewing and analysing program risk outcomes

· Documenting, analysing and recommending lessons learned.

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:SatisfactoryNot Satisfactory
Question:
Learner answer:
Assessor judgement:SatisfactoryNot Satisfactory
Question:
Learner answer:
Assessor judgement:SatisfactoryNot Satisfactory
Question:
Learner answer:
Assessor judgement:SatisfactoryNot Satisfactory
Question:
Learner answer:
Assessor judgement:SatisfactoryNot Satisfactory
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard?Yes No(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?Yes No(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
AuthenticYes No(Please circle)
ValidYes No(Please circle)
ReliableYes No(Please circle)
CurrentYes No(Please circle)
SufficientYes No(Please circle)
Learner is deemed:Not yet competentCompetent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

BSBPMG616 – Manage program risk_Learner Workbook Version 2.0_April 2021

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