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Exam Code: 8008 Practice test 2023 by team
8008 test III: Risk Management Frameworks

Exam Details for 8008 test III: Risk Management Frameworks:

Number of Questions: The test consists of multiple-choice questions, with a total of approximately 90 questions.

Time Limit: The total time allocated for the test is 3 hours.

Passing Score: The passing score for the test varies and is determined by the certifying body or organization offering the exam.

Exam Format: The test is typically conducted in a proctored environment, either in-person or online.

Course Outline:

1. Risk Management Principles:
- Introduction to risk management
- Risk identification and assessment
- Risk response strategies
- Risk monitoring and reporting

2. Risk Governance and Culture:
- Roles and responsibilities of risk management stakeholders
- Risk appetite and tolerance
- Risk culture and ethics
- Board and senior management oversight

3. Risk Management Frameworks:
- COSO Enterprise Risk Management Framework
- ISO 31000 Risk Management Framework
- Other industry-specific risk frameworks
- Integration of risk management with strategic planning and decision-making

4. Risk Assessment and Analysis:
- Quantitative and qualitative risk assessment techniques
- Probability and impact analysis
- Scenario analysis and stress testing
- Risk correlation and aggregation

5. Risk Mitigation and Control:
- Risk treatment options and strategies
- Risk transfer, avoidance, acceptance, and reduction
- Control design and implementation
- Monitoring and effectiveness of risk controls

Exam Objectives:

1. Understand the principles and fundamentals of risk management.
2. Demonstrate knowledge of risk governance and culture.
3. Understand various risk management frameworks and their application.
4. Apply risk assessment and analysis techniques.
5. Understand risk mitigation and control strategies.

Exam Syllabus:

The test syllabus covers the following topics:

1. Risk Management Principles
- Introduction to risk management
- Risk identification and assessment
- Risk response strategies
- Risk monitoring and reporting

2. Risk Governance and Culture
- Roles and responsibilities of risk management stakeholders
- Risk appetite and tolerance
- Risk culture and ethics
- Board and senior management oversight

3. Risk Management Frameworks
- COSO Enterprise Risk Management Framework
- ISO 31000 Risk Management Framework
- Other industry-specific risk frameworks
- Integration of risk management with strategic planning

4. Risk Assessment and Analysis
- Quantitative and qualitative risk assessment techniques
- Probability and impact analysis
- Scenario analysis and stress testing
- Risk correlation and aggregation

5. Risk Mitigation and Control
- Risk treatment options and strategies
- Risk transfer, avoidance, acceptance, and reduction
- Control design and implementation
- Monitoring and effectiveness of risk controls

Exam III: Risk Management Frameworks
PRMIA Management education
Killexams : PRMIA Management education - BingNews Search results Killexams : PRMIA Management education - BingNews Killexams : Reforming Management Education

This “back to school” season, SSIR brings you a new in-depth series that showcases seven visions for how to reform business management and public policy schools, their curriculums, and their products of research.

How can 21st century innovations transform management education to better reflect and address the needs of more globalized society? How can we train business leaders to value social responsibility and the public good? How can scholarly research be made relevant to real world experience in the business sector? How can we put the “public” back into public policy schools?

These are just a handful of questions that serve as guiding themes of this series. Each article identifies systemic challenges to progressive reform in management education, and offers both lessons and solutions for change that can be scaled to apply across sector. 

Tue, 31 Jul 2018 06:22:00 -0500 en-us text/html
Killexams : How to Evaluate Management Training

Ruth Mayhew has been writing since the mid-1980s, and she has been an HR subject matter expert since 1995. Her work appears in "The Multi-Generational Workforce in the Health Care Industry," and she has been cited in numerous publications, including journals and textbooks that focus on human resources management practices. She holds a Master of Arts in sociology from the University of Missouri-Kansas City. Ruth resides in the nation's capital, Washington, D.C.

Fri, 20 Jul 2018 13:19:00 -0500 en-US text/html
Killexams : Financial Management Training Killexams : Financial Management Training
At the University of Wyoming, people are our greatest asset. The Financial Affairs department is committed to helping employees with financial responsibilities and duties to succeed in their positions.

Because learning and development are at the heart of the University, we continue to enhance and create new training materials relating to financial business processes. Our environment is regularly evolving, and employees are being called upon to learn new skills or to work in new and different ways. It is our mission to help employees continue to be successful throughout their careers.

The purpose of the Financial Management Training Platform is to provide a standard finance onboarding process for new employees; increase employees’ efficiency and productivity with quality training on financial business processes; and provide development opportunities that will enhance knowledge, develop skills and enrich the entire university.

Below you will find different resources to help you on your journey. Please reach out to if you have any questions or need assistance.

Training & Development Resources

Click to learn more about the WyoCloud system access training and finance-specific onboarding.

Click to learn about the different training opportunities for different finance-related business processes.

Click to find out the different trainings for finance-specific responsibilities such as Cost Center Approver, P-Card Holder, etc.

Additional Training Resources

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Tue, 24 May 2022 08:25:00 -0500 en text/html
Killexams : Training Scientists

This book takes you step by step through the behind-the-scenes activities that result in a successful training event. Content is drawn from the experiences of HHMI and Burroughs Wellcome Fund (BWF) workshop organizers, representatives of the BWF-HHMI Partners in Scientific Management Program, and others with extensive experience in scientific management training. © 2006 by the Howard Hughes Medical Institute and the Burroughs Wellcome Fund.

Note: HHMI is no longer accepting orders for hard copies of Training Scientists to Make the Right Moves. This book is available for free as a downloadable PDF document below.

Download individual chapters:

Sat, 24 Sep 2016 08:14:00 -0500 en text/html
Killexams : Diabetes Self-management Education and Support in Type 2 Diabetes

Diabetes Education Algorithm

The diabetes education algorithm provides an evidence-based visual depiction of when to identify and refer individuals with type 2 diabetes to DSME/S (Figs. 1 and 2) (figures are also available as a slide set at The algorithm defines four critical time points for delivery and key information on the self-management skills that are necessary at each of these critical periods. The diabetes education algorithm can be used by health care systems, staff, or teams, as well as individuals with diabetes, to guide when and how to refer to and deliver/receive diabetes education.

Figure 1.

DSME and DSMS algorithm of care.

Figure 2.

Content for DSME and DSMS at four critical time points.

Guiding Principles and Patient-centered Care

The algorithm relies on five guiding principles and represents how DSME/S should be provided through patient engagement, information sharing, psychosocial and behavioral support, integration with other therapies, and coordinated care (Table 3). Associated with each principle are key elements that offer specific suggestions regarding interactions with the patient and courses to address at diabetes-related clinical and educational encounters (Table 3).

Helping people with diabetes to learn and apply knowledge, skills, and behavioral, problem-solving, and coping strategies requires a delicate balance of many factors. There is an interplay between the individual and the context in which he or she lives, such as clinical status, culture, values, family, and social and community environment. The behaviors involved in DSME/S are dynamic and multidimensional.[42] In a patient-centered approach, collaboration and effective communication are considered the route to patient engagement.[43–45] This approach includes eliciting emotions, perceptions, and knowledge through active and reflective listening; asking open-ended questions; exploring the desire to learn or change; and supporting self-efficacy.[44] Through this approach, patients are better able to explore options, choose their own course of action, and feel empowered to make informed self-management decisions.[45,46] Table 4 provides a list of patient-centered assessment questions that can be used at diagnosis and at other encounters to guide the education and ongoing support process.

Critical Times to Provide Diabetes Education and Support

There are four critical times to assess, provide, and adjust DSME/S:[47] 1) with a new diagnosis of type 2 diabetes, 2) annually for health maintenance and prevention of complications, 3) when new complicating factors influence self-management, and 4) when transitions in care occur (Figs. 1 and 2). Although four distinct time-related opportunities are listed, it is important to recognize that type 2 diabetes is a chronic condition and situations can arise at any time that require additional attention to self-management needs. Whereas patient's needs are continuous (Fig. 1), these four critical times demand assessment and, if needed, intensified reeducation and self-management planning and support.

The AADE7 Self-Care Behaviors provide a framework for identifying courses to include at each time: healthy eating, being active, monitoring, taking medication, problem solving, reducing risks, and healthy coping. The educational content listed in each box in Fig. 2 is not intended to be all-inclusive, as specific needs will depend on the patient. However, these courses can guide the educational assessment and plan. Mastery of skills and behaviors takes practice and experience. Often a series of ongoing education and support visits are necessary to provide the time for a patient to practice new skills and behaviors and to form habits that support self-management goals.

1. New Diagnosis of Diabetes. The diagnosis of diabetes is often overwhelming.[48] The emotional response to the diagnosis can be a significant barrier for education and self-management. Education at diagnosis should focus on safety concerns (some refer to this as survival-level education) and "what do I need to do once I leave the doctor's office or hospital." To begin the process of coping with the diagnosis and incorporating self-management into daily life, a diabetes educator or someone on the care team should work closely with the individual and his or her family members to answer immediate questions, to address initial concerns, and to provide support and referrals to needed resources.

At diagnosis, important messages should be communicated that include acknowledgment that all types of diabetes need to be taken seriously, complications are not inevitable, and a range of emotional responses is common. Educators should also emphasize the importance of involving family members and/or significant others and of ongoing education and support. The patient should understand that treatment will change over time as type 2 diabetes progresses and that changes in therapy do not mean that the patient has failed. Finally, type 2 diabetes is largely self-managed and DSME and DSMS involve trial and error. The task of self-management is not easy, yet worth the effort.[49]

Other diabetes education courses that are typically covered during the visits at the time of diagnosis are treatment targets, psychosocial concerns, behavior change strategies (e.g., self-directed goal setting), taking medications, purchasing food, planning meals, identifying portion sizes, physical activity, checking blood glucose, and using results for pattern management.

At diagnosis of type 2 diabetes, education needs to be tailored to the individual and his or her treatment plan. At a minimum, plans for nutrition therapy and physical activity need to be addressed. Based on the patient's medication and monitoring recommendations, themes such as hypoglycemia identification and treatment, interpreting glucose results, risk reduction, etc. may need to be considered. Patients are supported when personalized education and self-management plans are developed in collaboration with the patients and their primary care provider. Depending on the qualifications of the diabetes educator or staff member facilitating these steps, additional referrals to a registered dietitian nutritionist for MNT, mental health provider, or other specialist may be needed.

Individuals requiring insulin should receive additional education so that the insulin regimen can be coordinated with the patient's eating pattern and physical activity habits.[50,51] Patients presenting at the time of diagnosis with diabetes-related complications or other health issues may need additional or reprioritized education to meet specific needs.

2. Annual Assessment of Education, Nutrition, and Emotional Needs. The health care team and others can help to promote the adoption and maintenance of new diabetes management tasks,[52] yet sustaining these behaviors is frequently difficult. Thus, annual assessments of knowledge, skills, and behaviors are necessary for those who do meet the goals as well as for those who do not.

Annual visits for diabetes education are recommended to assess all areas of self-management, to review behavior change and coping strategies and problem-solving skills, to identify strengths and challenges of living with diabetes, and to make adjustments in therapy.[35,52] The primary care provider or clinical team can conduct this review and refer to a DSME/S program as indicated. More frequent DSME/S visits may be needed when the patient is starting a new diabetes medication or experiencing unexplained hypoglycemia or hyperglycemia, goals and targets are not being met, clinical indicators are worsening, and there is a need to provide preconception planning. Importantly, the educator is charged with communicating the revised plan to the referring provider.

Family members are an underutilized resource for ongoing support and often struggle with how to best provide this help.[53,54] Including family members in the DSME/S process on at least an annual basis can help to facilitate their positive involvement.[55–57]

Since the patient has now experienced living with diabetes, it is important to begin each maintenance visit by asking the patient about successes he or she has had and any concerns, struggles, and questions. The focus of each session should be on patient decisions and issues—what choices has the patient made, why has the patient made those choices, and if those decisions are helping the patient to attain his or her goals—not on perceived adherence to recommendations. Instead, it is important for the patient/family members to determine their clinical, psychosocial, and behavioral goals and to create realistic action plans to achieve those goals. Through shared decision making, the plan is adjusted as needed in collaboration with the patient. To help to reinforce plans made at the visit and support ongoing self-management, the patient should be asked at the close of a visit to "teach-back" what was discussed during the session and to identify one specific behavior to target or prioritize.[58]

3. Diabetes-related Complications and Other Factors Influencing Self-management. The identification of diabetes complications or other patient factors that may influence self-management should be considered a critical indicator for diabetes education that requires immediate attention and adequate resources. During routine medical care, the provider may identify factors that influence treatment and the associated self-management plan. These factors may include the patient's ability to manage and cope with diabetes complications, other health conditions, medications, physical limitations, emotional needs, and basic living needs. These factors may be identified at the initial diabetes encounter or may arise at any time. Such patient factors influence the clinical, psychosocial, and behavioral aspects of diabetes care.

The diagnosis of additional health conditions and the potential need for additional medications can complicate self-management for the patient. Diabetes education can address the integration of multiple medical conditions into overall care with a focus on maintaining or appropriately adjusting medication, eating plan, and physical activity levels to maximize outcomes and quality of life. In addition to the introduction of new self-care skills, effective coping, defined as a positive attitude toward diabetes and self-management, positive relationships with others, and quality of life, can be addressed in DSME/S.[29] Additional and focused emotional support may be needed for anxiety, stress, and diabetes-related distress and/or depression.

Diabetes-related health conditions can cause physical limitations, such as visual impairment, dexterity issues, and physical activity restrictions. Diabetes educators can help patients to manage limitations through education and various support resources. For example, educators can help patients to access large-print or talking glucose meters that benefit those with visual impairments and specialized aids for insulin users that can help those with visual and/or dexterity limitations.

Psychosocial and emotional factors have many contributors and include diabetes-related distress, life stresses, anxiety, and depression. In fact, these factors are often considered complications of diabetes and result in poorer diabetes outcomes.[59,60] Diabetes-related distress (see definition in Table 1) is particularly common, with prevalence rates of 18% to 35% and an 18-month incidence of 38% to 48%.[61] It has a greater impact on behavioral and metabolic outcomes than does depression.[61] Diabetes-related distress is responsive to intervention, including DSME/S and focused attention.[30] Although the National Standards for DSME/S include the development of strategies to address psychosocial issues and concerns,[35] additional mental health resources are generally required to address severe diabetes-related distress, clinical depression, and anxiety.

Social factors, including difficulty paying for food, medications, monitoring and other supplies, medical care, housing, or utilities, negatively affect metabolic control and increase resource use.[62] When basic living needs are not met, diabetes self-management becomes increasingly difficult. Basic living needs include food security, adequate housing, safe environment, and access to medications and health care. Education staff can address such issues, provide information about available resources, and collaborate with the patient to create a self-management plan that reflects these challenges.

If complicating factors are present during initial education or a maintenance session, the DSME/S educators can either directly address these factors or arrange for additional resources. However, complicating factors may arise at any time; providers should be prepared to promptly refer patients who develop complications or other issues for diabetes education and ongoing support.

4. Transitional Care and Changes in Health Status. Throughout the life span, changes in age, health status, living situation, or health insurance coverage may require a reevaluation of the diabetes care goals and self-management needs. Critical transition periods include transitioning into adulthood, hospitalization, and moving into an assisted living facility, skilled nursing facility, correctional facility, or rehabilitation center.

DSME/S affords important benefits to patients during a life transition. Providing input into the development of practical and realistic self-management and treatment plans can be an effective asset for successful navigation of changing situations. A written plan prepared in collaboration with diabetes educators, the patient, family members, and caregivers to identify deficits, concerns, resources, and strengths can help to promote a successful transition. The plan should include personalized diabetes treatment targets; a medical, educational, and psychosocial history; hypo- and hyperglycemia risk factors; nutritional needs; resources for additional support; and emotional considerations.[63,64]

The health care provider can make a referral to a diabetes educator to develop or provide input to the transition plan, provide education, and support successful transitions. The goal is to minimize disruptions in therapy during the transition, while addressing clinical, psychosocial, and behavioral needs.

Tue, 24 May 2022 12:56:00 -0500 en text/html
Killexams : Why Should Companies Invest in Project Management Training? Killexams : Why Companies Should Invest in Project Management Training

In a accurate published article, The Forbes Coaches Council revealed agility, the ability to remain flexible and stable during change, as a key factor of successful leadership in the workplace. Actually, change (or growth) is often why a new project or company goal is initiated. Therefore, to more effectively manage change and achieve a company's performance goals, it is highly recommended that organizations invest in training employees on the systematic approach to the managing and controlling of projects, known as Project Management.

Structured project management offers key techniques and tools for dedicated managers to effectively lead during change, which is inevitable. With the challenges that come with change, it is important for leaders to be prepared.  Many project managers have gained their experience the hard way; through trial and error on the job. Although failure often teaches leaders valuable lessons, the hidden cost of on the job training can harm an organization’s growth in wasted effort, tangible costs, poor customer reputation, employee stress and also in failure to deliver the full goals of a project. 

Companies are now searching for quality project managers with the certification and the experience to help effectively address the challenges introduced to a work environment when change occurs. The Occupational Outlook Handbook (via reveals the online hiring requisitions for certified project managers has increased between 9-13% in the past year (by 13% in the state of GA) and is still rising.

While it is clear employment opportunities are waiting for leaders with certified Project Management (PM) training, what seems to be hidden knowledge is a quick highlight on the benefits of PM training for companies. The training is a key factor to selecting the right candidate to manage projects that will create growth for a company.  

1) Controlled Cost/benefits due to reducing setbacks: Structured training can fast-track a manager’s learning curve. Understanding of best practices and critical success factors for delivering projects helps avoid the setbacks of project managers and team members having to learn as they go.

2) Increased Customer/Client Satisfaction through understanding needs: Certified project managers use reliable and tested techniques to deliver projects.  When what was required is actually delivered on time and within budget, the customer will be satisfied.

3) Increased Credibility because of little to no rework: Certified project managers gain knowledge during course training on when certain tools and techniques should be used. This means that companies, with certified project managers, have a head start on most competitors. Companies lose credibility due to the need to restart or rework tasks for customers, or worse, end up with dissatisfied customers not being able to use what was developed or made during the initial timeline or budget.

4) Quality Assurance by planning upfront: Certified project managers are able to accurately determine the requirements of a project and assess the available resources and make best use of those resources to consistently plan and deliver a quality result.

5) Enhanced Confidence by planning for risk: Confident project managers are able to deal with and respond effectively to risks, which avoids wasted time, effort and money.

6) New Strategies through teaming: Certified project managers Strengthen teams by learning simple ways to approach a familiar scenario with a fresh perspective.

7) Positive Influencers through effective use of soft/human skills: Certified project managers know how to positively influence others and resolve conflict (whether it involves an employee’s job performance or conflicts that arise amongst the team). Often overlooked on technical projects, positive behavioral change is just as dynamic of a success for teams as meeting project goals.  In fact, positive behavior change carries beyond the project into everyday tasks and workplace relationships.

As interest in this small group of certified leaders continues to grow exponentially amongst diverse fields of employers, the University of North Georgia Office of Professional and Continuing Education enthusiastically offers a classroom-based project management certificate program for individuals seeking or are currently in leadership roles. This program provides participants with a broad range of learning material and is facilitated by certified project managers with vast experience in managing small, medium and large projects.

A Certificate in Project Management will be awarded to anyone who successfully completes the following courses: Project Management Foundations, Planning- Scheduling-Control, and Identifying and Managing Risk.

Sue Davis-Westmoreland, PMP/R.E.P.

Sue Davis-Westmoreland is one of the facilitators for the project management certificate program. As a certified Project Manager for the past 17 years, Sue knows first-hand the benefit of understanding and using project management best practices to manage projects from initiation to closure ensuring business goals are achieved and clients are satisfied.

Establishing Connection...

Wed, 29 Jul 2020 19:28:00 -0500 en text/html
Killexams : Project Management Training Available For Aspiring Managers And Corporations

Greenville, July 25, 2023 (GLOBE NEWSWIRE) -- Greenville, South Carolina -

Greenville, SC based PSI Project Management (PSIPM) would like to reach out to experienced and aspiring project managers who may be looking for dependable training courses and programs. They offer project management training for both individuals and corporations.

PSI Project Management’s Advanced Project Management Program aims to provide students with the knowledge and skills necessary to pass the Project Management Professional (PMP®) and the Certified Associate in Project Management (CAPM®) exams and the working knowledge needed to perform their professional duties. Completing the course equips project managers with a highly developed skill set that will make them an irreplaceable asset to their company.

PSI Project Management’s Advanced Project Management Program aims to provide students with the knowledge and skills necessary to pass project management exams and the working knowledge needed to perform their professional duties. Completing the course equips project managers with a highly developed skill set that is guaranteed to make them an irreplaceable asset to their company.

The program comes highly recommended, with many students having left great reviews online. Sue, a student that took PSI Project Management’s project management classes, says, “I chose PSI Project Management’s project management classes because Roy presents not only the PMBOK® information, but also brings his decades of experience to his classes. He uses real world examples to help illustrate more complicated concepts and provides continuing support and helpful feedback.”

She continues, “I started with the Introduction to Project Management and Fundamentals of Project Management classes, not knowing if I wanted to pursue my CAPM® or PMP®. After taking these classes, I am more confident that I can continue my quest for CAPM® with Roy’s guidance and support. I keep coming back for more of Roy’s wisdom through not only his formal classes, but also his seminars. I look forward to each nugget of wisdom that Roy imparts!”

The program is meant for project managers who are studying to take the PMP® and CAPM® exam. The course includes 35 - 40 hours of precourse study, memory sheet, flash cards, quick reference guides, practice questions and more. Additionally, students are provided with 40 hours of live virtual or class instruction, during which an instructor takes them through the most crucial parts of the coursework in order to ensure a firm grasp of all the concepts the program aims to teach. The Project Management Institute’s textbook is used for the live virtual classes. Weekly study groups do a lot to enhance the student’s learning experience and provide answers to any questions the student may have.

One of the many advantages of being a PSIPM student is the relatively low requirements when it comes to the course equipment requirements. To participate in the virtual classes, all that is needed is a quiet workspace, a computer, network connectivity and the required software. Essentially, all that is required is a computer with a good internet connection and a quiet working space.

In order to qualify to take the Project Management Professional Exam, the candidate must hold a bachelor’s degree and 36 months’ worth of experience leading projects within the last eight years. The student must also have 35 hours of contact project management training, of which the program provides 40 hours. If the candidate seeks to qualify for the test with a high school diploma, they must have 60 months of experience and 35 hours of contact project management training.

The 6-week program offers a relatively light workload, with each week covering between two and four topics. The total cost, excluding certification and other minor costs, is $1995, and all learning materials are included in the cost. Read about one of their corporate training programs at:

PSI Project Management has offered various training courses for over 20 years. The company was first founded in 2002 as Preproduction Solutions, Inc. to provide project management and process improvement services in engineering, management, business services and manufacturing. PSIPM shifted toward providing project management training to individuals and corporations in 2010. PSI Project Management, Inc. is an Authorized Training Partner (ATP) for the Project Management Institute, and all instructors are Authorized Training Partner Instructors. ATPs must meet rigorous standards for quality and effectiveness. ATP Instructors must also meet rigorous standards for quality and effectiveness, and, in addition, they must have extensive experience in Agile, Predictive, and Hybrid project management. They must also pass the ATP instructor test.

The company says, “The goal was to transfer the broad project management experiences and knowledge of the founder, Roy Mathena, to as many people and corporations as possible. Training project managers in best practices to use in their specific situations is our goal. Since that transition took place, hundreds of students have been trained in project management and obtained their Project Management Professional Certification from the Project Management Institute, the world’s most recognized and largest project management organization. PSIPM takes a personal interest in helping each individual or organization achieve their personal or corporate goals.”

Read all about PSI Project Management, Inc. and their project management training program at the following link:

PMP®, CAPM®, PMBOK® Guide, The PMI® Authorized Training Partner Seal are registered marks of the Project Management Institute, Inc.


For more information about PSI Project Management, Inc., contact the company here:

PSI Project Management, Inc.
Roy Mathena
(864) 915-7808
141 Traction St
Greenville, SC 29611

CONTACT: Roy Mathena
Tue, 25 Jul 2023 05:47:00 -0500 en-US text/html Killexams : Emergency Management Training Schedule

The Office of Environmental and Emergency Management Team is proud to offer a wide array of emergency training for staff, faculty and students. This training includes:

  • Active Threat Training
  • Federal Emergency management Training
  • Incident Command Systems Training
  • First Aid
  • CPR Classes

To register for training with the Office of Life Safety and Emergency Preparedness please visit our Online Registration page to sign up for our training offerings.

For more information regarding this training please email: to schedule a date.

Fri, 04 Aug 2023 07:48:00 -0500 en text/html
Killexams : Earning A Master’s In Environmental Management: What To Know

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

If you have built a career working to Strengthen our natural environment and are ready to move into a higher-level position, earning a master’s in environmental management can help you reach your goals.

An environmental management master’s program prepares professionals in the field to advance into leadership roles by building knowledge of the business aspects of environmental management. Environmental management master’s students gain a deep understanding of environmental issues from a business perspective. They also study methods for protecting and maintaining the environment and natural resources.

This article covers what you need to know about earning a master’s degree in environmental management, including typical courses, popular specializations, admission requirements and career options for graduates.

What Is a Master’s in Environmental Management?

A master’s in environmental management covers the science-based strategies used to address environmental challenges. This degree program explores courses such as financial strategies, environmental risks, compliance issues and regulations.

An environmental management master’s is ideal for current professionals with jobs in environmental science who want to move into leadership positions at environmental agencies, nonprofit organizations, consulting firms and other organizations.

A master’s in environmental management typically requires 36 to 48 credits and takes 18 months to two years of full-time study to complete. In most cases, students must complete a thesis or capstone experience to graduate. A thesis involves an in-depth study of a particular focus area. A capstone experience provides real-world experience working in the environmental management field.

Admission Requirements for a Master’s in Environmental Management

Admission requirements vary by program but often include the following:

  • Bachelor’s degree
  • Transcripts
  • Prerequisite coursework in mathematics, science and other related disciplines
  • Statement of purpose
  • Essay
  • Résumé
  • Letters of recommendation
  • GRE scores
  • Proof of English language proficiency

Specializations for a Master’s in Environmental Management

Environmental management master’s programs typically require students to choose an area of specialization. Each program offers different specializations, but below we explore a few popular ones.

Energy and the Environment

Students in this concentration examine how a leader creates strategies for cleaner, renewable, efficient energy sources. This concentration prepares learners to work in energy startups, energy consultancies, private sector energy firms, government agencies and other energy-related careers.

Water Resource Science and Management

Communities can only thrive with access to clean water. In this specialization, you can develop the knowledge and skills to address challenges and provide solutions for protecting and maintaining water resources. A water resource science and management specialization explores pollutants, water management, hydrologic science and biological oceanography.

Coastal and Marine Systems

In a coastal and marine systems concentration, you can learn about humans’ impact on oceans, marine animals and their ecosystems. Courses evaluate how human activities affect coastal environments.

Ecotoxicology and Environmental Health

Environmental pollutants impact our ecosystems and communities in many ways. This concentration teaches you how to assess the risks and effects of pollutants using the principles of environmental chemistry, toxicology and ecology.

Environmental Economics and Policy

An environmental economics and policy specialization teaches you how to develop solutions for environmental challenges on national and international levels. It explores ways to analyze homes, businesses and government offices to determine the potential effects of proposed environmental policies.

Common Courses in a Master’s in Environmental Management

As with any degree program, course offerings for master’s programs in environmental management vary, but you may encounter the below common courses in your program.

Corporate Environmental Management and Strategy

Environmental management professionals must understand how to integrate sustainability into corporate management and strategy. In this course, students learn about the business, legal and policy issues impacting the environment and business operations.

Training and Development

Training and development are essential skills when working in environmental management. This course builds students’ human resource development and training skills, which may include evaluating and developing training approaches, understanding effective methods to share information with employees and creating leadership development strategies.

Safety and Accident Prevention

Environmental management roles often involve preventing accidents and ensuring the safety of employees or the public. This course explores how the principles of occupational safety and health apply in the workplace. Students learn about workplace hazards, abatement strategies and strategies for mitigating accidents and injuries.

Industrial and Hazardous Waste Management

An industrial and hazardous waste management course explores how solid and hazardous waste are handled, including the treatment and disposal of industrial and noncommercial waste. It covers the management principles, regulatory environment and evaluation technologies involved in managing solid and hazardous waste.

Advanced Air Quality Control

This course examines the science and management practices used in air quality control. It covers the concepts of monitoring air pollution, the impact of air pollution on our health and the environment, and technologies used to evaluate and reduce air pollution.

Master’s in Environmental Management vs. Master’s in Environmental Science: What’s the Difference?

Environmental management and environmental science both revolve around our environment, but they are different fields. Environmental science focuses on gaining knowledge through gathering and analyzing data; environmental management explores how to use data and leadership skills to take action and address environmental challenges.

If you enjoy math and science, and you like the idea of analyzing data to learn more about our environment and identify issues of concern, you may want to pursue a master’s in environmental science. If you’re more interested in taking a leadership role in finding solutions to environmental problems, a master’s in environmental management may suit you better.

Some colleges and universities offer master’s degrees in environmental science and management, combining both disciplines into one course of study.

What Can You Do With a Master’s in Environmental Management?

Below we list a few popular careers you can pursue with a master’s in environmental management. We sourced salary data from the U.S. Bureau of Labor Statistics (BLS) and Payscale.

Environmental Engineer

Median Annual Salary: $96,530
Minimum Required Education: Bachelor’s in environmental science or a related field; master’s degree may be preferred for jobs in research and academia
Job Overview: Environmental engineers develop solutions that address environmental concerns and solve problems. They gather information, prepare reports, secure permits and plans, analyze data, and inspect municipal and industrial facilities for compliance. Environmental engineers may work within a specific area, such as automobile admissions, waste disposal and recycling, or public health.

Natural Sciences Manager

Median Annual Salary: $144,440
Minimum Required Education: Bachelor’s degree; master’s degree or Ph.D. may be preferred
Job Overview: Natural sciences managers take on leadership roles managing and supervising chemists, biologists and other scientists. They determine staffing requirements, budget resources, monitor projects, develop administrative policies and procedures, report research findings and create project proposals.

Environmental Manager

Average Annual Salary: Around $93,900
Minimum Required Education: Bachelor’s degree; master’s in environmental science, environmental management or a related field may help with career advancement
Job Overview: Environmental managers oversee and monitor a business’s impact on the environment. They develop initiatives to encourage green practices, such as reducing carbon emissions, protecting land in industrial areas or using sustainable construction materials. They can also ensure that companies comply with environmental regulations and laws.

Urban and Regional Planner

Median Annual Salary: $79,540
Minimum Required Education: Master’s degree
Job Overview: Urban and regional planners develop plans and programs for using land to create communities, revitalize neighborhoods and accommodate population growth. They gather and use data from environmental studies, censuses and market research to investigate the issues impacting community development and make recommendations for community planning.

Environmental Health and Safety Manager

Average Annual Salary: Around $88,600
Minimum Required Education: Bachelor’s degree; master’s degree may help with career advancement
Job Overview: Environmental health and safety managers help businesses identify and address environmental and safety risks. They examine company practices for waste disposal, energy use and material use to ensure sustainability. They then make recommendations to reduce or prevent a negative environmental impact. If an accident occurs, EHS managers investigate to determine why it happened and prevent future accidents.

Environmental Consultant

Average Annual Salary: Around $62,300
Minimum Required Education: Bachelor’s degree; master’s degree may help with career advancement
Job Overview: Environmental consultants explore the environmental impacts of a business to identify problems and recommend solutions. They assess a company’s processes, evaluate materials used and determine if those materials are safe to use. Environmental consultants may work for private companies, in corporations or as independent consultants for businesses or government agencies.

Frequently Asked Questions (FAQs) About Master's in Environmental Management

Is environmental management a good career?

Environmental management can be a great career for those who want to protect the environment while working in a leadership role. If you already work in the environmental field and are ready to advance your career, a master’s in environmental management can propel you forward.

Is environmental management in high demand?

Demand for jobs in the environmental management field is growing at an average rate, according to the BLS. Demand for natural sciences managers, for example, is projected to grow by 6% from 2021 to 2031. Environmental engineer employment should grow by 4% in that timeframe, as should urban planner employment.

Wed, 16 Aug 2023 05:51:00 -0500 Sheryl Grey en-US text/html
Killexams : Human Resource Management in Education

This new edition follows the second edition of 2006. In this revised edition, we introduce more educational policies that have numerous implications for educational managers. These policies require educational managers to create a conducive environment where firm collegial relationships are established for effective teaching and learning. At the core of these policy initiatives is a thrust towards democratisation of the principles by which schools are governed and managed. These processes and structures involve institutional autonomy, school-based management, self-management, site-based management and participative decision-making. Educational managers require and deserve all the help available to turn the avalanche of reforms into workable practices. Human Resources Management in Education seeks to contribute helpful advice and assistance to educational managers to address numerous management problems and challenges. The courses covered include resourcing and development (staffing, induction, professional development and staff appraisal), empowering people (staff motivation, effective communication, conflict management and stress management) and stimulating individual and team performance (self-management, team management and leadership). Human Resources Management in Education is intended to guide educational managers through the main issues, not simply in problem-solving, but also in contextualisation. Furthermore, the third edition of Human Resources Management in Education aims to facilitate acquisition of knowledge, skills and attitudes in human resource management. Prof GM Steyn and Prof EJ van Niekerk's involvement in formal courses on education management have brought them in direct contact with the practical problems that educational managers experience in the school setting. They have both published a substantial number of articles and chapters in books on various educational topics.

Tue, 28 Dec 2021 16:38:00 -0600 en text/html
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