Course Title: Manage risk
Part B: Course Detail
Teaching Period: Term1 2013
Course Code: BUSM6458C
Course Title: Manage risk
School: 650T TAFE Business
Campus: City Campus
Program: C5302 - Diploma of Logistics
Course Contact : Tim Wallis
Course Contact Phone: +61 3 9925 5423
Course Contact Email:email@example.com
Name and Contact Details of All Other Relevant Staff
Telephione: 9925 5437
Nominal Hours: 60
Pre-requisites and Co-requisites
This course addresses the management of the risk across the organisation or within a business unit or area. It does not assume any given industry setting.
This course applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
BSBRSK501B Manage risk
1. Establish risk context
1.1 Review organisational processes, procedures and requirements for undertaking risk management
2. Identify risks
2.1 Invite relevant parties to assist in the identification of risks
3. Analyse risks
3.1 Assess likelihood of risks occurring
4. Select and implement treatments
4.1 Determine and select most appropriate options for treating risks
This course delivers the skills and knowledge required to manage risks in a range of contexts across the organisation or for a specific business unit or area.
Details of Learning Activities
A range of learning activities are planned for this course including self-paced and collaborative class room based activities.
The self-based activities will be delivered through various technology platforms and will include student contribution to wikis and discussion threads, reflective journals, quizzes and interactive sessions.
The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practice skills in a simulated workplace environment
• RPL information
• LLN information
• Other students
• Where to get support
• Student responsibilities
• Course requirements
• Course support documents
• Overview of assessment requirements
• Submission requirements
• Resubmission policy
2. Scope of risk
3. Risk management - Commercial
4. Riask management - Economic
5. Risk management - Human behaviour
6. Risk management related to Occupational Health and Safety aspects
7.Risk management - Individual activities and workshop
8.Risk management - government legislation
9. Mini test
10. Control measures
11. Risk management of natural events - flood, fire, drought including insurance risks
12. Risk management - political events
13. Risk particularly related to international business
14. Final project completion in class annd submission for grading
15. Final Test
16 .Presentations and group interviews
Officewise - A Guide to Health and Safety in the Office Edition 5 from Workplace (supplied by teacher)
Archard, Ricahard et al, 2012, WHS - A management Guide, Cengage Learning, Australia Teale, Donald, Successful Project Risk Management, Hodder and Stoughton. United Kingdom
Overview of Assessment
Assessment may incorporate a variety of methods including in-class exercises, problem-solving exercises, assignments, group or individual projects, presentations and written or practical tests, as well as homework activities.
Other activities may be workplace-based or simulate work practices. These may include the production of technical requirements documents, direct observation of workplace practices and the presentation of a portfolio of evidence. This portfolio may include documents, photographs, video and/or audio files.
Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. Students will be provided with feedback throughout the course to check their progress.
Method of Assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
• direct questioning combined with review of portfolios of evidence and third party workplace reports of on the job performance by the candidate
• observation of presentations
• oral or written questioning to assess knowledge of risk management policies and procedures
• review of documented critical success factors, and goals or objectives for area
• review of risks prioritised for treatment
• evaluation of action plan for implementing risk treatment
• evaluation of documentation communicating risk management processes to relevant parties.
Assessment tasks must be submitted via Blackboard.
• Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms is available at http://rmit.edu.au/browse;ID=ls0ydfokry9rz website.
• Always retain a copy of your assessment tasks. (hard copy and soft copy)
• When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.
Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.
You need to demonstrate you are competent in each element of the unit of competency you are studying.
You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you receive a competency grading.
Please refer to the Final Grades table below.
Marking Guide (Grading)
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills.
The grading is according to the following criteria:
1. LEVEL OF INDEPENDENCE, INITIATIVE, ENTERPRISE AND PERFORMANCE OF WORK TASK
We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to the task
2. DEMONSTRATED BREADTH OF UNDERPINNING KNOWLEDGE AND A WILLINGNESS TO CONTINUE LEARNING
We are looking for depth of understanding of the key concepts and knowledge required in the assessments system. You should be able to demonstrate a thorough understanding of all requirements in all the assessment tasks.
3. TECHNIQUES & PROCESSES, TECHNOLOGY SKILLS AND PROBLEM SOLVING
We are looking for appropriate use of technology to assist in presenting all tasks clearly and suitable for the intended audience. You also need to show an understanding of the kinds of problems that can arise in managing pertinent issues and how these might be addressed.
4. WORK ORGANISATION, PLANNING AND SELF MANAGEMENT
If required by the teacher we would expect to see ongoing uploading of information into Pebble Pad that is relevant to the unit, full utilisation of Pebble Pad and Blackboard as per course requirements and timely submission of all required assessment tasks.
5. COMMUNICATION, PEOPLE NETWORKING, LANGUAGE AND INTERPERSONAL SKILLS AND TEAMWORK
We expect to see contributions to relevant discussions and scheduled Collaborate sessions. In addition your tasks should demonstrate a very good understanding of strategies for a collaborative approach to management issues in the workplace.
Final Grades table:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
NYC Not Yet Competent
DNS Did Not Submit for assessment
Further information regarding the application of the grading criteria will be provided by your teacher.
Critical aspects of assessment
The critical aspects of assessment are:
• Validity – the assessment tool is designed and implemented so that it measures performance accurately and precisely
• Reliability – the assessment tool is designed and implemented so that the measurements received are consistent over a period of time or a number of assessment events
• Fairness – the assessment tool is designed and implemented so that it is non-discriminatory and unambiguous
• Flexibility – the assessment tool is designed to allow for its application in a range of different contexts and conditions, and uses a range of methodologies.
Risks may include
• commercial relationships
• economic circumstances and scenarios
• human behaviour
• individual activities
• management activities and controls
• natural events
• political circumstances
The total number of scheduled hours of teaching, learning and assessment involved in this course includes all planned activities including face to face classes, lectures. Workshops and seminars; workplace visits, on line learning and other forms of structured teaching and learning. The total scheduled hours also covers the amount of effort required to undertake, evaluate and complete all assessment requirements, including observation of work performance, discussions with supervisors and others providing third party evidence and one on one and group assessment sessions with students.
Regardless of the mode of delivery, it represents a guide to the relative teaching time and student effort required to successfully complete a particular competency/module. This may include the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Course Overview: Access Course Overview