Strategic Risk Management Course Outline

Unit 1: Establish your Team and Survey the Scene

  • Introduction
  • Defining Risk/ Strategic Risk; Risk Management; Enterprise Risk Management
  • Defining Leadership in Risk Management
  • Defining your Role in department and externally within University
  • Meeting and working with your Risk Management Committee
  • Risk Profile
  • Using the ‘Risk Rating Form’ to assess program and facility risks

Unit 2: Assessing and Prioritizing Risks

  • Determining the ‘Global department risks’ i.e. risks in other areas (e.g. finance, H.R., data etc.)
  • Completing the online Best Practices survey on ‘Global Risks’
  • Creating a Risk Map for the department
  • Working with Risk Management Committee to prioritizing risks
  • Exploring the concept of ‘residual risk’ and how it applies to decision making
  • Creating a ‘Risk Rating & Control Grid’ for the department

Unit 3: Focusing on the Key Elements of the Risk Manager Job

  • Reviewing the roles of the Risk Manager and Risk Management Committee
  • Discussing the results from the ‘Global’ Best Practices survey
  • ¬†Developing a ‘Department Training Grid’
    • Identifying training needs, options and delivery mechanisms
    • Department vs. Unit training (global vs. local)

Unit 4: Defining your External Role; Pulling it all Together

  • Risk Management in larger context
    • Campus Recreation and the University
  • Identifying key campus relationships and identifying champions
  • Meeting with the University Risk Manager
  • Identifying ways to position department as a Risk Management leader
  • Pulling it all together
    • Developing your department Risk Management Plan
    • Making a presentation to the Director and department
    • Getting endorsement for your plan – and your role as Risk Manager

The Risk Management Best Practice program provides institutionally-specific feedback allowing our University Recreation department to prioritize areas for improvement to enhance the safety and well-being of our participants.  The thorough analysis by areas of operations provides our staff tangible information to determine our next steps and most effective course of action.  This feedback would take much longer and be less objective if we attempted to undertake the reviews on our own. The comparative data is good for learning trends in best practices of other institutions.

George M. Brown

Assistant Vice Provost,
Director of University Recreation and Wellness
The University of Minnesota

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