Risk analysis template

Risk analysis #1
Project Name Reading Strategies for First Graders
Risk ID # 1
Responsible person Nuong Nguyen
Risk identification date 9/20/2018

Condition John E. Steinbeck School is getting a new principal, Jer Sorano, which will replace the
current principal Dr. Christina Palmer. The new principal will start in October. The
change in management was unexpected. The final authorization for the project will
come from the new principal Jer Sorano. The eLearning modules are still in the
development stage. Therefore, Mr. Sorano will only see the storyboards.

Trigger event The principal Dr. Christina Palmer is leaving the school.

Consequence/Impact If the final eLearning modules do not meet the new principal's specifications, the
description project will be dropped.

Consequence/Impact value 80 hours (time spent on labor, no cost)

(quantify impact)
Probability (choose from 20.00%
20, 40, 60, 80)
Expected Value 16

Response Strategy I will meet with the new principal early on to gain support for the project by explaining
the problem and need for action. Also, I will explain the direct and indirect benefits to
the all the stakeholders (students, teachers, parents).

Known Cost of Response The cost will be time of 5-10 days.

Contingency for Response If the principal does not support using school time to complete the eLearning modules,
then the teachers can assign the eLearning modules for homework.

WBS Relationship (tasks 1. Schedule a meeting to talk to the new principal as soon as possible to convince him
associated with condition of the benefits of the eLearning modules.
or response strategy)
2. Show and email the new principal the project proposal.
3. Speak to the assistant principal (sponsor).

Fast Foundation for Project Management - Risk Analysis Reference The Fast Forward MBA in Project Management, Chapter 5 1
Risk analysis template

4. Show Mr. Sorano the storyboards, statement of work, and all the documents that
apply to the project.
5. Contact him with any updates, changes, and scheduling.
6. Gain support and deliver the project to the students and teachers.

Risk analysis #2

Project Name Reading Strategies for First Graders

Risk ID # 2
Responsible person Nuong Nguyen
Risk identification date 9/20/2018

Condition A new reading strategy is introduced each week for a total of 7 weeks. The first-grade
teachers may agree to implement the modules; however, over time the teachers'
motivation may decrease, and as a result, they might not complete all of the eLearning
modules. This may be due to lack of time.

Trigger event The students' Development Reading Assessment scores were low. The principal
expects the first-grade classes to improve their reading scores.

Consequence/Impact If the students do not learn the complete seven reading strategies, they may still
description struggle with decoding words.

Consequence/Impact value 80 hours (time spent on labor, no cost)

(quantify impact)

Probability (choose from 20.00%

20, 40, 60, 80)
Expected Value 16

Fast Foundation for Project Management - Risk Analysis Reference The Fast Forward MBA in Project Management, Chapter 5 2
Risk analysis template

Response Strategy Develop a schedule with the teachers early on that incorporates the reading strategies
into the language arts curriculum. This will save time on planning for the teachers, and
help the teachers use their time more efficiently during the language arts teaching
block. Also, emphasize the benefits of the reading strategies to help struggling
readers.

Known Cost of Response 2-3 days of developing a schedule with the teachers

Contingency for Response If the teachers feel like they do not have enough time, then they can choose five
module they think are important to implement.

WBS Relationship (tasks 1. Set-up a schedule with the teachers to meet-up.

associated with condition
or response strategy)
2. Discuss what time the teachers teach language arts.
3. Look at the language arts curriculum. Then try to incorporate the reading strategy
during the phonics instruction time.

4. Discuss the benefits of the reading strategies and then implement.

5. Meet with the instructional coach and notify stakeholders of the schedule.

Risk analysis #3

Project Name Reading Strategies for First Graders

Risk ID # 3
Responsible person Nuong Nguyen
Risk identification date 9/20/2018

Condition The first-grade students are around 6-7 years old. They have a short attention span
and can get easily distracted while taking the elearning modules. They may also not
enjoy learning the reading strategies.

Trigger event Students are struggling to read and do not know that many reading strategies.

Fast Foundation for Project Management - Risk Analysis Reference The Fast Forward MBA in Project Management, Chapter 5 3
Risk analysis template

Consequence/Impact If the students do not concentrate, they will not benefit from the eLearning modules.
description As a result, they will not learn the reading strategies and continue to have trouble
decoding words.

Consequence/Impact value 80 hours (time spent on labor, no cost)

(quantify impact)

Probability (choose from 40.00%

20, 40, 60, 80)
Expected Value 32

Response Strategy If students seem to lose interest or get distracted while taking the eLearning module,
the teacher can sit with the students until they complete the module. The teacher can
also give the students more breaks. Another solution is to hold the students
accountable for what they are learning by letting them know you will be asking them
questions about what they are learning. Remind them of the benefits of the reading
strategies. Also, some students do not like hearing the word "reading" or "learning,"
the teacher may say "we are going to play a game..."

Known Cost of Response 1 hour (unless the students want to take it multiple times)

Contingency for Response If the students need a quiet area, they may take the eLearning modules in the library.

WBS Relationship (tasks 1. Discuss the benefits of the reading strategies with the students.
associated with condition 2. Emphasize to focus during the lessons.
or response strategy) 3. Remind the students they are accountable for learning the strategies and that they
will be tested at the end of each module.
4. Have five students take the eLearning module at a time. So that the teacher can
answer questions and monitor their learning.
5. Make sure other students are busy to allow the students on the computer to focus.
Limit distractions around the students.
6. Refocus students if you see them playing or talking during the lesson.

Fast Foundation for Project Management - Risk Analysis Reference The Fast Forward MBA in Project Management, Chapter 5 4