Tools and Techniques to Identify Project Risks

1. Documentation Reviews

A structured review may be performed of project documentation, including plans, assumptions, previous project files, contracts, and other information.  The quality of the plans, as well as consistency between those plans and the project requirements and assumptions can be indicators of risk in projects. 

2. Information Gathering Techniques

Examples of information gathering techniques used in identifying risk can include:

• Brainstorming – The goal of Brainstorming is to obtain a comprehensive list of project risks. The project team usually performs brainstorming, often with multidisciplinary set of experts who are not part of the team. Ideas about project risk are gathered under the leadership of the facilitator; either in a traditional free form brainstorming session with ideas contributed by participants or structured using mass interviewing techniques such as the nominal group technique. Categories of risk, such as risk breakdown structure, can be used as a framework. Risks are then identified and categorized by the type of risk and their definitions are sharpened.

• Delphi technique – The Delphi technique is a way to reach a consensus of experts. Project risk experts participate in this technique anonymously. A facilitator uses a questionnaire to solicit ideas about the important project risks. The responses are summarized and are then recalculated to the experts for further comment. Consensus may be reached in a few rounds of their process. The Delphi technique helps reduce bias in data and keep in a few rounds of their process. The Delphi technique helps reduce bias in data and keep any one person from having undue influence on outcome.

• Interviewing – Interviewing experienced project participants, stakeholders, and subject matter experts can identify risks.

• Root cause analysis – Root cause analysis is a specific technique to identify a problem, discover the underlying causes that lead to it and develop preventive action

3. Checklist Analysis

Risk identification checklists can be developed based on historical information and knowledge that has been accumulated from previous similar projects and from other sources of information. The lowest level of the RBS can also be used as a risk checklist. While a checklist can be quick and simple, it is impossible to build an exhaustive one.   The team should make sure to explore items that do not appear on the checklist. The checklist should be reviewed during the project closure to incorporate new lessons learned and improve it for use on future projects.

4. Assumption Analysis

Every project and every identified project risk is conceived and developed based on a set of hypotheses, scenarios or assumptions. Assumption analysis explores the validity of assumptions as they apply to the project. It identifies risks to the project from accuracy, instability, inconsistency, or incompetence of assumptions

5. Diagramming Techniques

Risk diagramming techniques may include:

• Cause and effect diagrams – These are also known as Ishikawa or Fish bone diagrams, and are useful for causes of Risks. 

• System process or flow charts – These show how various elements of a system interrelate, and the mechanism of causation. 

• Influence diagrams – These are graphical representations of situations showing causal influences, time ordering of events, and other relationships among variables and outcomes.

6. SWOT Analysis 

The technique examines the project from each of the SWOT (Strengths, Weaknesses, Opportunities, and Threats) perspective to increase the breadth of identified risk by including generated risks. The technique starts with identification of Strengths and Weaknesses of the organization, focusing on either the project organization or the wider business. These factors are often identified using Brainstorming. SWOT analysis then identifies any opportunities for the project that arises from organizational Strengths, and many threats arising from organizational weaknesses. SWOT analysis also examines the degree to which organizational strengths offset threats and opportunities that may serve to overcome weaknesses.

7. Expert Judgment

Risks can be identified directly by experts with relevant experience of similar projects of business. Such experts should be identified by the project manager and invited to consider all aspects of the project and suggest possible risks based on their previous experience and areas of expertise. The experts’ bias should be taken in to account in this process.

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Nine types of Intelligence

The Theory of Multiple Intelligence was proposed by Howard Gardner in 1983 to analyze and better describe the concept of Intelligence. 

1. Naturalist Intelligence (“Nature Smart”)

Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).  This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.  It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like.

For example:

•      Discriminating
•      Recognizing and distinguishing between plants and animals
•      Sensitive
•      Noticing geological formations, clouds, etc.
•      Agriculture
•      Cooking
•      Consumer culture
•      Discriminating between 'products'

This simply means to purport to deal with the natural world

2. Musical Intelligence (“Musical Smart”)

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone.  This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners.  Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes.  Young adults with this kind of intelligence are usually singing or drumming to themselves.  They are usually quite aware of sounds others may miss.

For example:

•    Creating
•    Produce original music
•    Imitating
•    Reproduce others' music
•    Contemplating
•    Make observations about music
•    Sensitive listeners
•    Aware of sounds others may miss
•    Emotional link
•    Mathematical link

3. Logical-Mathematical Intelligence (Number/Reasoning Smart)

Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations.  It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns.  Logical intelligence is usually well developed in mathematicians, scientists, and detectives.  Young adults with lots of logical intelligence are interested in patterns, categories, and relationships.  They are drawn to arithmetic problems, strategy games and experiments.

For Example:

• Calculating
• Quantifying
• Categorical
• Considering propositions and hypotheses
• Solving math problems
• Perceiving relationships and connections
• Using abstract symbolic thought
• Sequential reasoning
• Inductive and deductive thinking
• Interested in patterns
• Mathematicians
• Scientists
• Detectives

This is basically analytical or 'rational' thought

4. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

For Example:

  Why are we here???????? Why do we die?????????? etc

5. Interpersonal Intelligence (People Smart”)

Interpersonal intelligence is the ability to understand and interact effectively with others.  It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives.  Teachers, Social workers, Actors and politicians all are exhibiting interpersonal intelligence.  Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives.

For Example:

• Understanding
• Aware of others' feelings and motives
• Communicating
• Perspective-taking
• Sensitivity
• Recognizing others' moods and temperaments
• Teachers
• Social workers
• Actors-politicians

This is more concerned with 'effective' communication to gain resources, not emotional communication; there is no mention or consideration of empathy here.

6. Bodily-Kinesthetic Intelligence (“Body Smart”)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills.  This intelligence also involves a sense of timing and the perfection of skills through mind–body union.  Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence.

For Example:

• Fine motor skills
• Gross motor skills
• Coordination
• Timing
• Mind–body union
• Athletes
• Dancers
• Surgeons
• Craftspeople

7. Linguistic Intelligence (Word Smart)

Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings.  Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language.  Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers.  Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.

For Example:

• Think in words
• Syntax and semantics
• Understand the order and meaning of words
• Meta-linguistic skills
• Reflect on use of language
• Writing
• Reading
• Storytelling
• Crossword puzzles
• Poets
• Novelists
• journalists ‘effective' public speakers

8. Intra-personal Intelligence (Self Smart”)

Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directions of one’s life.  Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition.  It is evident in psychologist, spiritual leaders, and philosophers.  These young adults may be shy.  They are very aware of their own feelings and are self-motivated.

For Example:

• Self-awareness
• Self-understanding
• Self-motivation
• Introspection
• Appreciates 'the human condition'
• Psychologists
• Spiritual leaders
• Philosophers

9. Spatial Intelligence (“Picture Smart”)

Spatial intelligence is the ability to think in three dimensions.  Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination.  Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence.  Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

For Example:

• Think in three dimensions
• Mental imagery
• Spatial reasoning
• Image manipulation
• Graphic and artistic skills
• Active imagination
• Daydreaming
• Sailors
• Pilots
• Sculptors
• Painters
• Architects

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