Part A: Business Process

Part A: Business Process development plan of an existing case

ASSESSMENT BRIEF Subject Code and Title PROJ6009 Business Process Management Assessment Assessment 1: Business Process Management Plan (3 parts) Part A: Business Process development plan of an existing case (organisation or project) Part B: Business process improvement report Part C: Business process analysis Individual/Group Individual for online delivery mode Group for face-to-face delivery mode Length Part A: 1000 words Part B: 1000 words Part C: 1000 words Learning Outcomes Critically analyse the role of management information systems in sustaining successful organisations. Critically evaluate approaches to business process management and systems, their associated risks and implementation processes. Establish and justify governance processes for business process management change to ensure that all stakeholders are considered in technology change decisions Submission Part A: By 11:55pm AEST/AEDT Sunday end of Module 2 Part B: By 11:55pm AEST/AEDT Sunday end of Module 3 Part C: By 11:55pm AEST/AEDT Sunday end of Module 4 Weighting 45% (Part A: 15%; Part B: 15%; Part C: 15%) Total Marks Part A: 15 marks Part B: 15 marks Part C: 15 marks Context: This assessment is evaluating students learning basics of business process management in organisations. This assessment helps students develop a business process management plan for a particular case (organisation or project). The plan incorporates identifying the existing (as-is) situation of the processes of this case and the future state of these processes for efficiency benefits. Then, model the process and provide some suggestions (what-ifs) to improve the process. Furthermore, provide an analysis report on which suggestion is feasible and practical for the case used in this assessment. Instructions: In this assessment, you will begin with identifying a particular case from your professional experience. The case can be an organisation or a project you participated in before. This assessment has three parts: Part A (Modules 1 and 2), Part B (Module 3) and Part C (Module 4). To prepare for this assessment: Review Modules 1 and 2 for Part A; Module 3 for Part B; and Module 4 learning resources for Part C. Consider a case from any industrial sector (manufacturing or service industry) you experienced or you can develop a case based on searching the internet Part A: Business Process Development Plan of As-Is Situation (Modules 1 and 2) Draft an analysis report of the as-is situation To draft the report, you will choose a realistic and detailed case study that you have to analyse the Business Process Management methods and techniques taught in the first module. Students are required to submit a draft process analysis plan (including as-is process maps) in approximately 1000 words for class review in Module 2 Discussion Forum. Students will post their draft analysis report on the Discussion Forum for peer feedback/comments. Student will then post their feedback to their peers in the Discussion Forum. In your analysis, consider and include the following: Critically analyse the role of business process management in your chosen case study Critically evaluate approaches to business process management and systems, their associated risked and implementation processes Output: Post the draft analysis report by the first half of Module 2 in the Module 2 Discussion Forum. Students will then also provide constructive feedback to their peers by the end of Module 2 in the discussion forum. Part B: Business Process Improvement Report (Module 3) Audit review of process, governance and process improvement Highlight the five phases of business process management Establish and justify governance processes for business process management change to ensure that all stakeholders are considered in technology change decisions. Output: Complete and submit the improvement report by the end of Module 3. Part C: Business Process Analysis (Modules 4) Examine the business maturity of the case used Highlight the techniques and tools (BPMN, YAWL or Swim lane diagrams) that can be used in process analysis Identify potential challenges when applying the process improvements tools and techniques from an organisation perspective. Identify any opportunities for improvement in the management of the projects business process management Provide a feasibility analysis of applying process improvement tools Output: Complete and submit Part C by the end of Module 4. Learning Rubrics Assessment 1 Part A: Business Process Development Plan Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100) Analysis of the role of management information systems in sustaining successful organisations 35% Confuses logic and emotion. Management Information is taken from reliable sources but without a coherent analysis or synthesis. Lacks evidence from the view point of management information experts. Resembles a recall or summary of key management information systems ideas. Conflates/confuses assertion of personal opinion with Management Information from the research/course materials. Attempts to synthesise citations from Management Information Systems sources. Viewpoints of Management Information System experts are taken as fact with little questioning. Supports personal opinion with evidence from reliable Management Information Systems sources. Demonstrates a capacity to explain and apply Management Information System concepts. Identifies logical flaws in the evidence from Management Information Systems sources. Questions viewpoints of Management Information System experts. Discriminates between assertion of personal opinion and Management Information Systems sources. Capacity to explain and apply Management Information System concepts is supported by robust evidence from research/course materials. Questions viewpoints of Management Information System experts. Analysis and evaluation reflect growing judgement, rigor and adaptability. Critically discriminates between assertion of personal opinion and Management Information System sources substantiated by robust evidence from the research/course materials. Questions viewpoints of Management Information System experts and offers critical analysis of information taken from outside sources. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Evaluation of approaches to business process management and systems, risks and implementation processes 35% Confuses logic and emotion. Business process management information are taken from reliable sources but without a coherent analysis or synthesis. Lacks evidence from the view point of business process management experts. Resembles a recall or summary of business process management and systems, their associated risks and implementation processes. Conflates/confuses assertion of personal opinion with business process management information substantiated by evidence from the research/course materials. Attempts to synthesise citation from business process management sources. Viewpoints of business process management experts are taken as fact with little questioning. Supports personal opinion with evidence from reliable business process management sources. Demonstrates a capacity to explain and apply business process management concepts, their associated risks and implementation processes. Identifies logical flaws in the evidence from business process management sources. Questions viewpoints of business process management experts. Discriminates between assertion of personal opinion and business process management sources. Capacity to explain and apply business process management concepts, their associated risks and implementation processes is supported by robust evidence from research/course materials. Questions viewpoints of business process management experts. Analysis and evaluation reflect growing judgement, rigor and adaptability. Discriminates between assertion of personal opinion and business process management sources substantiated by robust evidence from the research/course materials. Questions viewpoints of business process management experts and offers critical analysis of information taken from outside sources. Business process management information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Constructive feedback to peers 20% Fails to offer any feedback. No support or encouragement to peers. No awareness or sensitivity to diversity amongst peers. Offers feedback but rarely constructive or useful. Feedback is not always clear or specific to guide peers. Little support or encouragement to peers. Demonstrates little awareness of and/or sensitivity to diversity amongst peers Offers feedback that is sometimes constructive or useful. Feedback is provided with examples to guide peers. Some support and encouragement to peers. Demonstrates some level of awareness of and sensitivity to diversity amongst peers. Offers constructive feedback regularly. Formulates the merits of alternative ideas or proposals and communicates them to peers. Offers support and encouragement to peers. Demonstrates a high level of awareness of and sensitivity to diversity amongst peers. Always offers detailed constructive feedback that is specific and appropriate. Expertly articulates the merits of alternative ideas or proposals and communicates them effectively to peers. Provides expert assistance, support, and encouragement to peers. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers. Use of academic and discipline conventions and sources of evidence 10% Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style. Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style. Learning Rubrics Assessment 1 Part B: Business Process Improvement Report Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100) Evaluation of Business Process improvement 35% Confuses logic and emotion. Business process improvement information is taken from reliable sources but without a coherent analysis or synthesis. Lacks evidence from the view point of business process management experts. Resembles a recall or summary of business process improvement. Conflates/confuses assertion of personal opinion with business process improvement information substantiated by evidence from the research/course materials. Attempts to synthesise citation from business process management sources. Viewpoints of business process management experts are taken as fact with little questioning. Supports personal opinion with evidence from reliable business process improvement sources. Demonstrates a capacity to explain and apply business process improvement concepts. Identifies logical flaws in the evidence from business process management sources. Questions viewpoints of business process management experts. Discriminates between assertion of personal opinion and business process improvement sources. Capacity to explain and apply business process improvement concepts is supported by robust evidence from research/course materials. Questions viewpoints of business process management experts. Analysis and evaluation reflect growing judgement, rigor and adaptability. Critically discriminates between assertion of personal opinion and business process improvement sources substantiated by robust evidence from the research/course materials. Questions viewpoints of business process management experts and offers critical analysis of information taken from outside sources. Business process management information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Establishment and justification of governance processes for business process management change to ensure that all stakeholders are considered in technology change decisions 35% Fails to analyse, establish or justify governance processes for business process management change. Confuses logic and emotion. Business process management Information taken from reliable sources but without a coherent analysis or synthesis. Lacks evidence from the view point of business process management experts. Analyses governance processes for business process management change but resembles a recall or summary of business process management. Conflates/confuses assertion of personal opinion with business process management information from the research/course materials. Attempts to synthesise citation from business process management sources. Viewpoints of business process management experts are taken as fact with little questioning. Analyses governance processes for business process management change. Demonstrates a capacity to explain and apply business process management concepts. Identifies logical flaws in the business process management sources Questions viewpoints of business process management experts. Analyses, establishes, and justifies governance processes for business process management change to ensure key stakeholders are considered in technology change decisions. Discriminates between assertion of personal opinion and business process management sources. Capacity to explain and apply business process management concepts is supported by robust evidence from research/course materials. Questions viewpoints of business process management experts. Analysis and evaluation reflect growing judgement, rigor and adaptability. Critically analyses, establishes, and justifies governance processes for business process management change and ensures all stakeholders are considered in technology change decisions. Critically discriminates between assertion of personal opinion and business process management sources substantiated by robust evidence from the research/course materials. Questions viewpoints of business process management experts and offers critical analysis of information taken from outside sources. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Effective communication 20% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. No effort is made to keep audience engaged, audience cannot follow the line of reasoning. Little use of presentation aids, or the presentation aids and material used are irrelevant. Information, arguments and evidence are presented in a way that is not always clear and logical. Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow. Presentation aids are used more for effect than relevance. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. The audience is mostly engaged, line of reasoning is easy to follow. Effective use of presentation aids. Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence. Engages the audience, demonstrates cultural sensitivity. Carefully and well prepared presentations aids are used. Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audiences interest in the topic, demonstrates high levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multi-media. Use of academic and discipline conventions and sources of evidence 10% Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style. Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style. Learning Rubrics Assessment 1 Part C: Business Process Analysis Assessment Attributes Fail (0-49) Pass (50-64) Credit (65-74) Distinction (75-84) High Distinction (85-100) Evaluation of Business process improvement tools and techniques 35% Confuses logic and emotion. Business process improvement tool or technique is taken from reliable sources but without a coherent analysis or synthesis. Lacks evidence from the view point of business process management experts. Resembles a recall or summary of business process improvement tools and techniques. Conflates/confuses assertion of personal opinion with business process improvement tools and techniques substantiated by evidence from the research/course materials. Attempts to synthesise citation from business process improvement sources. Viewpoints of business process improvement experts are taken as fact with little questioning. Supports personal opinion with evidence from reliable business process improvement sources. Demonstrates a capacity to explain and apply business process improvement concepts. Identifies logical flaws in the evidence from business process improvement sources. Questions viewpoints of business process improvement experts. Discriminates between assertion of personal opinion and business process improvement sources. Capacity to explain and apply business process improvement tools and techniques is supported by robust evidence from research/course materials. Questions viewpoints of business process improvement experts. Analysis and evaluation reflect growing judgement, rigor and adaptability. Critically discriminates between assertion of personal opinion and business process improvement sources substantiated by robust evidence from the research/course materials. Questions viewpoints of business process improvement experts and offers critical analysis of information taken from outside sources. Business process improvement information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Identifying challenges when applying process improvement tools and techniques and identifying opportunities for improvements. 35% Fails to identify challenges when applying process improvement tools/techniques and/or opportunities for improvement. Identifies some challenges when applying process improvement tools and techniques and opportunities for improvement. Identifies all challenges when applying process improvement tools and techniques and opportunities for improvement in managing the projects business process. Identifies all challenges when applying process improvement tools and techniques and opportunities for improvement in managing the projects business process. Develops strategies to manage challenges when applying process improvement tools and techniques. Identifies all challenges when applying process improvement tools and techniques and opportunities for improvement in managing the projects business process. Formulates strategies to manage challenges when applying process improvement tools and techniques and assesses its impact on the project outcomes. Effective communication 20% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. No effort is made to keep audience engaged, audience cannot follow the line of reasoning. Little use of presentation aids, or the presentation aids and material used are irrelevant. Information, arguments and evidence are presented in a way that is not always clear and logical. Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow. Presentation aids are used more for effect than relevance. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. The audience is mostly engaged, line of reasoning is easy to follow. Effective use of presentation aids. Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence. Engages the audience, demonstrates cultural sensitivity. Carefully and well prepared presentations aids are used. Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audiences interest in the topic, demonstrates high levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multi-media. Use of academic and discipline conventions and sources of evidence 10% Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style. Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style.

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