Risk Management

TIẾNG VIỆT

Modules

Risk Management

RISK MANAGEMENT

Course code: BUS1108

Course duration: 03

Prerequisited: Fundamental of Management, Basic Economics

Lecturer in charge: PhD. Nguyen Hai Quang

Supporting lecturer: MBA. Nguyen Minh Thoai

Materials for the course:

Nguyen Quang Thu (2008). Risk Management and Insurane in Business. Statistics Publisher.

The book is based on referencing to the basic literature on risk management at domestic and abroad, combined with some articles from the departmental-level research topics of the authors and partners in some areas related to corporate risk management such as strategy, finance, human resources, production.

Some illustrative examples, some real world scenarios and some hyp

otheses are collected from empirical data, from events occurring in the Vietnamese economy and the world economy.

The content of the book is welcomed by generations of students with curiosity to learn more deeply.

References:

1. Nguyen Quang Thu, Ngo Quang Huan, Vo Thi Quy, Tran Quang Trung (1998). Risk Management. Education Publisher.

2. Ngo Thi Ngoc Huyen, Nguyen Thi Hong Thu, Le Tan Buu, Bui ThanhTrang (2007). Risk Business. Statistics Publisher.

3. Doan Thi Hong Van, Kim Ngoc Dat, Ha Duc Son (2009). Risk and Crisis Management. Labour and Society Publisher.

4. EttiBaranoff, Patrick L. Brockett, Yehuda Kahane (2009). Enterprise and Individual Risk Management. The table of contents for the book.

COURSE GOALS:

This subject aims to equip students with some basic knowledge about functions of business risk management in organizations and enterprises such as general risk, risk management, identification, analysis and measurement, and control – prevention of risk.

In addition to basic functions, background knowledge and business risk management skills also help students develop thier ability to analyze and solve problems appearing in an organization to achieve two basic objectives: Identification of risks and good control over the risks that may occur in business activities of enterprises.

At the end of this subject, the student's knowledge is assessed against the standards of business risk management subject, as a part of the Faculty of Business Administration standard. Response levels are classified on the basis of Benjamin S.Bloom parameters (1956), a 6-level scale.

Course Description:

Risks are present around us, in our lives as well as in our production and business activities. Any business, big or small scale, faces risks because they appear everywhere, in all production-business operations.

Therefore, risk management is an indispensable activity of an enterprise. Good risk management helps enterprises minimize unexpected losses, prevent possible accidents or minimize occupational accidents, reduce risk management costs, and improve efficiency. The result of production - business of enterprises minimizes the negative impact of risk on the stream of income in the enterprise, thereby contributing to raising the value of enterprises. More specifically, business risk management helps businesses identify, analyze and measure risk in two probability categories, and Business risk management also provides the basics of control - risk prevention, loss prevention and disaster funding planning.

EXPECTED LEARNING OUTCOMES

CRITERIA	CODE	EXPECTED LEARNING OUTCOMES	CAPACITY
KNOWLEDGE	1.1.1.1	Adopt scientific methodology to solve economic and business problems
	1.1.3.4	Have ability to apply knowledge to criticize and develop business strategies
	1.1.3.5	Have ability to apply knowledge to criticize and develop business strategies
SKILLS	2.2.1.1	Have ability to identify and detect problems in production and business
	2.2.1.2	Have ability to evaluate, analyze, synthesize and provide solutions
	2.2.4.1	Develop self-awareness of one’s characteristics, personality traits and knowledge
	2.2.4.2	Take the initiative in planning one’s career
	2.2.4.3	Have ability to update market information and capture business opportunities
	2.2.5.1	Be active and willing to take risks in business
	2.3.1.4	Have ability to effectively present problems or ideas in public
	2.3.2.1	Have ability to form independent working groups
attitudes	3.4.1.1	Be aware ofcorporate social responsibility
	3.4.2.4	Have ability to manage business risks
	3.4.3.4	Have ability to use methods and tools for research

COURSE ASSESSMENT

ASSESSMENT TYPES		ASSESSMENT EVIDENCE	COURSE LEARNING OUTCOME	PERCENTAGE %
MID-TERM ASSESSMENT (25%)	PRESENTATION Every group is deliveried a specific topic which is relating to the subject. When allocating, every group will have maximum of 20 minutes for presentations and up to 10 minutes for interaction with the Reference.	25%
		Overall assessment of the presentation style of the group (squad organization, uniforms, presentation attitude, content presentation, simulated video/clips which are illustratiing for the content).	2.2.4.1; 2.2.4.3; 2.3.1.4; 2.3.2.1;3. 4.1.1	25%
		A comprehensive review of the use of powerpoint tools which are supporting for the presentation (form, effect, font, background, content).	2.2.4.1; 2.2.4.3; 2.3.1.4; 2.3.2.1;3. 4.1.1	10%
		Overall evaluation of the word, the most important product of the subject in terms of form and content. In terms of form, the basic requirements for a topic subject/quantitative thesis should be ensured within attached documents. In terms of content, there must be a close logical and scientific relationship between the three chapters, in which Chapter 1 gives an overview of the rationale for the content of the research; Chapter 2 gives an overview of the current status and evaluation of research content; Chapter 3 gives an overview of the COURSE GOALSand administrative remarks and recommendations (if any).	1.1.1.1;1. 1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	40%
		Assessing the ability to understand, apply subject knowledge to research, analyze research content and interact/answer from the reference to deepen the content of practical knowledge associated with the subject. At the same time, the overall attitude assessment is about responding, interacting with the review panel.	1.1.1.1;1. 1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	25%
STUDYING ACTIVITY ASSESSMENT (25%)	REFERENCES FOR PRESENTATION The panel of judges was screened in about 15 of the entire presentation of the panel. Inside, The review panel will focus on commenting and evaluating the presentation board on the contents: presentation style, using powerpoint usage, form and content of word file and commenting, asking questions to the presentation board.	25%
		Overall assessment of the presentation style of the group (squad organization, uniforms, presentation attitude, content presentation, simulated video/clips which are illustrating for the content).	2.2.4.1; 2,2.4.3; 2.3.1.4; 2.3.2.1; 3.4.1.1	25%
		A comprehensive review of the use of powerpoint tools which are supporting for the presentation (form, effect, font, background, content).	2.2.4.1; 2,2.4.3; 2.3.1.4; 2.3.2.1; 3.4.1.1	10%
		Overall evaluation of the word, the most important product of the subject in terms of form and content. In terms of form, the basic requirements for a topic subject/quantitative thesis should be ensured within attached documents. In terms of content, there must be a close logical and scientific relationship between the three chapters, in which Chapter 1 gives an overview of the rationale for the content of the research; Chapter 2 gives an overview of the current status and evaluation of research content; Chapter 3 gives an overview of the COURSE GOALSand administrative remarks and recommendations (if any).	1.1.1.1; 1.1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	40%
		Assessing the ability to understand, apply subject knowledge to research, analyze research content and interact/answer from the reference to deepen the content of practical knowledge associated with the subject. At the same time, the overall attitude assessment is about responding, interacting with the review panel.	1.1.1.1; 1.1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	25%
FIANL ASSESSMENT (50%)	DISCIPLINE (The 75-minute test consists of three theoretical questions, the subject line and the two applied problems, the simulated knowledge learned. The subject, requires the learner to master the content, new knowledge can do well).	50%
		Assessing the student ability to receive the basic knowledge of risk and risk classification based on some different dimensions.	1.1.1.1; 1.1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	20%
		Evaluating the ability to understand and analyze basic contents of risk management such as identification, measurement, control - prevention and risk funding.	1.1.1.1; 1.1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	20%
		Assessing the ability to analyze and transform the knowledge into demonstrating and analyzing some key issues of the subject such as effectiveness of insurance, reinvestment, identification - analysis - measurement throughout the situation.	1.1.1.1; 1.1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	20%
		Assessing the ability to understand and apply knowledge learned in problem solving math related to risk measurement.	1.1.1.1; 1.1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	20%
		Assessing the ability to understand and apply knowledge learned in problem solving math related to risk funding.	1.1.1.1; 1.1.3.4; 1.1.3.5; 2.2.1.1; 2.2.1.2; 2.2.4.3; 2.2.5.1; 3.4.2.4; 3.4.3.4	20%

RUBRIC FOR ASSESSMENT: ON A SCALE OF 1-10

RUBRIC 1

Criteria	3	2.0 – 2.5	0.5 – 1.5
Presentation style (30%)	Team organization, good team, thoughtful staff preparation, clearly arranged presentation tasks; Self-confident attitude; make a brief content, good interaction with listeners; Video clip illustrate the topic of research and describe entirely the content; Create a sense of appeal and attract the listeners; is a good tool to support presentations.	Team organization, good team, thoughtful staff preparation, unclearly arranged presentation tasks; Self-confident attitude; make a brief content, not good interaction with listeners; Video clip illustrate the topic of research and describe entirely the content; Create a sense of appeal and attract the listeners; is a good tool to support presentations.	Don’t have team organization, don’t make any thoughtful staff preparation, don’t get presentation tasks arranged; Lack of confidence in attitude to present; don’t make a brief content; don’t pay attention to tinteract with the listeners. Don’t make video clip.
Criteria	1.0	0.5
Powerpoint (10%)	Basic format satisfies the requirements: font is easy to see, simple background, contrast colors to create a sense of attractiveness; simple effects; Basic content meets the requirements: conveys the full content of the main content of the word.	Basic format is lack of from 1 to 2 requirements. Basic content is lack of from 1 to 2 requirements.
Criteria	4.0	3.0-3.5	2.0-2.5	> 2.0
Word (40%)	Basic format ensures all of requirements such as outer cover, inner cover, table of contents, main content, references; page numbering, title, alignment, line spacing, spelling. Main content: Chapter 1 Fundamental Theory: Closely and Logically; Chapter 2 Situational analysis and evaluation must be scientific in view of the subject, following the theoretical basis in chapter 1; Chapter 3 The governance implications must be rigorous, adhering to the content of Chapter 2;	Basic format doesn’t ensure from 1 to 2 requirements. Chapter 1 Fundamental Theory: not closely and not logically; Chapter 2 Situational analysis and evaluation are a little lack of scientific in view of the subject, following the theoretical basis in chapter 1; Chapter 3 The governance implications are not enough rigorous, adhering to the content of Chapter 2;	Basic format doesn’t ensure from 1 to 2 requirements. Chapter 1/Charpter 2/Chapter 3 doesn’t meet the requirements	Basic format doesn’t ensure from 1 to 2 requirements. All of 3 chapters don’t meet the requirements.
Criteria	2.0	1.0-1.5	>1.0
Answer the question (20%)	Attitude meets the requirements: good, confident, demanding, eager to learn; Responding knowledge meets the requirements: grasp the subject knowledge, apply to analyze the real problem, deepen knowledge and combine with real situation to answer, discuss.	Attitude doesn’t meet from 1 to 2 requirements. Knowledge doesn’t meet from 1 to 2 requirements.	Attitude doesn’t meet more than 2 requirements Knowledge doesn’t meet more than 2 requirements.

RUBRIC 2

Criteria	3	2.0 – 2.5	0.5 – 1.5
Comment resentation style (30%)	Comment: Team organization, good team, thoughtful staff preparation, clearly arranged presentation tasks; Comment: Self-confident attitude; make a brief content, good interaction with listeners; Comment: Video clip illustrate the topic of research and describe entirely the content; Create a sense of appeal and attract the listeners; is a good tool to support presentations.	Comment: Team organization, good team, thoughtful staff preparation, unclearly arranged presentation tasks; Comment: Self-confident attitude; make a brief content, not good interaction with listeners; Comment: Video clip illustrate the topic of research and describe entirely the content; Create a sense of appeal and attract the listeners; is a good tool to support presentations.	Comment: Don’t have team organization, don’t make any thoughtful staff preparation, don’t get presentation tasks arranged; Comment: Lack of confidence in attitude to present; don’t make a brief content; don’t pay attention to tinteract with the listeners. Comment: Don’t make video clip.
Criteria	1.0	0.5
Comment powerpoint (10%)	Comment: Basic format satisfies the requirements: font is easy to see, simple background, contrast colors to create a sense of attractiveness; simple effects; Comment: Basic content meets the requirements: conveys the full content of the main content of the word.	Comment: Basic format is lack of from 1 to 2 requirements. Comment: Basic content is lack of from 1 to 2 requirements.
Criteria	4.0	3.0-3.5	2.0-2.5	> 2.0
Comment Word (40%)	Comment: Basic format ensures all of requirements such as outer cover, inner cover, table of contents, main content, references; page numbering, title, alignment, line spacing, spelling. Comment main content: Chapter 1 Fundamental Theory: Closely and Logically; Chapter 2 Situational analysis and evaluation must be scientific in view of the subject, following the theoretical basis in chapter 1; Chapter 3 The governance implications must be rigorous, adhering to the content of Chapter 2;	Comment: Basic format doesn’t ensure from 1 to 2 requirements. Comment main content: Chapter 1 Fundamental Theory: not closely and not logically; Chapter 2 Situational analysis and evaluation are a little lack of scientific in view of the subject, following the theoretical basis in chapter 1; Chapter 3 The governance implications are not enough rigorous, adhering to the content of Chapter 2;	Comment: Basic format doesn’t ensure from 1 to 2 requirements. Comment: Chapter 1/Charpter 2/Chapter 3 doesn’t meet the requirements	Comment: Basic format doesn’t ensure from 1 to 2 requirements. Comment: All of 3 chapters don’t meet the requirements.
Criteria	2.0	1.0-1.5	>1.0
Comment answer the question (20%)	Comment: Attitude meets the requirements: good, confident, demanding, eager to learn; Comment: Responding knowledge meets the requirements: grasp the subject knowledge, apply to analyze the real problem, deepen knowledge and combine with real situation to answer, discuss.	Comment: Attitude doesn’t meet from 1 to 2 requirements. Comment: Knowledge doesn’t meet from 1 to 2 requirements.	Comment: Attitude doesn’t meet more than 2 requirements Comment: Knowledge doesn’t meet more than 2 requirements.