Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
art 1 – General Comments
Business Impact Analysis and Risk Assessment Process
The General Comments section identifies special situations. It may refer to the process used for the business impact analysis and risk assessment or it could highlight any unique departmental characteristics. For example, the department may utilize some special hardware/software, there may be some special locations involved, or there may even be a dependence on someone else’s information resources to document. If this business impact analysis and risk assessment is for multiple departments, an explanation should be included in this section to explain the rationale for completing the report in this manner. The department should use this section as they see fit to further explain their business impact analysis and risk assessment.
General Comments
Part 2 – Identify Information Resources
Business Impact Analysis and Risk Assessment Process
“Information Resources” definition in the context of this process includes any hardware, software, systems, services, people, databases, and related resources that are important to the department. These resources should be identified in a manner such that overlap is minimized. In some cases it may be appropriate to combine resources (for example, all workstations for faculty, printers, etc.) while other situations may suggest specific resources (for example, special use server, a specific piece of hardware such as a printer or scanner, or a specific software package or application). It might also be appropriate to have some clear point of accountability (that is, an individual who is responsible for specific hardware, a software package, or an office process).
Information Resources
Part 3 – Categorize Information Resources by Impact
Business Impact Analysis and Risk Assessment Process
The team needs to determine the criteria to categorize the list of information resources as high, medium, or low related to impact on their day-to-day operations. Candidate criteria include characteristics like criticality, costs of a failure, publicity, legal and ethical issues, etc. It will be important that the team agree upon and establish a common understanding of the criteria and its meaning.
The team will need to consider the criteria in aggregate and use judgment and experience to classify the resources. The number of resources in any impact group is somewhat arbitrary, but becomes unwieldy as it becomes larger. A good target number for the initial “High Impact” resources is a dozen or fewer. Twenty is probably more than desirable. Classify the remaining resources as either medium or low impact as described below:
- High Impact (H) – The department 1) cannot operate without this information resource for even a short period of time, 2) may experience a high recovery cost, 3) may realize harm or impedance in achieving one’s mission or in maintaining one’s reputation, or 4) may experience human death or serious injury.
- Medium Impact (M) – The department 1) could work around the loss of this information resource for days or perhaps a week, but eventually restoration of the resource must occur, 2) may experience some cost of recovery, 3) may realize harm or impedance to achieving one’s mission or maintaining one’s reputation, or 4) may experience human injury.
- Low Impact (L) – The department 1) could operate without this information resource for an extended (though perhaps finite) period of time during which particular units or individuals may be inconvenienced and/or need to identify alternatives or 2) may notice an affect on achieving one’s mission or maintaining one’s reputation.
Information Resources Categorized by Impact
High Impact Information Resources Brief Description
Medium Impact Information Resources Brief Description
Low Impact Information Resources Brief Description
Part 4 – Identify and Categorize Risks by Likelihood
Business Impact Analysis and Risk Assessment Process
“Risks” as used here includes problems and threats. Risks must be tangible and specific with respect to one or more resources. When finalizing the list, eliminate duplicates, combine risks as appropriate, and include only those risks that team members agree are valid.
Categorize the identified risks by likelihood of occurrence. The definitions for likelihood are as follows:
- High Likelihood (H) – The risk (threat) source is highly motivated and sufficiently capable, and controls to prevent the vulnerability are ineffective.
- Medium Likelihood (M) – The risk (threat) source is motivated and capable, but controls are in place that may impede successful exercise of the vulnerability.
- Low Likelihood (L) – The risk (threat) source lacks motivation or capability, or controls are in place to prevent or significantly impede successful exercise of the vulnerability.
Risks at the top of the list should be those risks that have a high likelihood of occurrence and the potential to have the largest impact on information resource availability.
Risks Categorized by Likelihood
Risk Likelihood Risk Brief Description
Part 5 – Information Resources, Associated Risks, and Corrective Actions
Business Impact Analysis and Risk Assessment Process
List the high impact information resources identified in Part 3 and document the risks associated with each information resource using the risks identified in Part 4. Supply comments where needed to clarify a specific situation. Denote the risk likelihood. In the final column, indicate the risk action decision by the team to mitigate each specified risk. Definitions for risk actions are as follows:
- High Action (H) – Take corrective action as soon as possible.
- Medium Action (M) – Implement corrective actions within a reasonable timeframe.
- Low Action (L) – Take no corrective action. Accept the level of risk.
Information Resources, Associated Risks, and Corrective Actions
High Impact Information Resource Related Risks and Comments Risk Likelihood
Risk Action
Recommendations for Mitigating Risks
All high and medium risk actions associated with high impact information resources need a documented recommendation or plan for mitigating each risk. If no high impact information resources exist, the team should review identified high and medium risks and develop recommendations to mitigate those risks. The process for developing appropriate recommendations is as follows:
- Identify each recommendation that might be implemented (this includes technical and manual solutions, as well as policies and procedures) and appropriately documented. It may be obvious at this early point only one recommendation is applicable. Document that fact and include documentation regarding the dismissal of other recommendations.
- Provide a justification for each proposed recommendation — this may be the same for each or it could be different, in which case it will be useful in any evaluation. The obvious justification is that the recommendation will handle the problem, but a specific solution may not handle all risks.
- Develop a cost/benefit analysis for each proposed recommendation (in some cases this may involve other departments or units). This should include (but not be limited to) capital and direct costs, staff costs, training and support, and any ongoing operating costs.
- Specify any known implementation plans or specific dates for the recommendations. This could be an important consideration depending on the severity of the risk and the timeframe involved for implementation.
Recommendations for Mitigating Risks
Recommendation for Mitigating Risk
Name of Resource: Impact:
Risk and/or Problem:
Proposed Solution(s):
Justification for solution:
Implementation plan with dates:
Date this report prepared: Responsible individual:
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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