PROJ 6009 Assessment 1 Brief Nov 2019 Page 1 of 9
ASSESSMENT BRIEF - 1
Subject Code and Title PROJ6009 Business Process Management and Systems
Assessment Assessment 1: Business Process Development Plan (2 parts)
Part A: Business Process Analytical Plan: “As-Is & To-Be”
mapping.
Part B: Business Process Improvement Report: “Should-Be”
mapping & Performance evaluation
Individual/Group Individual and/or in Pair for both Online and Face-to-Face delivery
Words limits Part A: 1500 words per report
Part B: 1500 words per report
Learning Outcomes 1. Critically analyse the role of management information systems
in sustaining successful organisations.
2. Critically evaluate approaches to business process
management and systems, their associated risks and
implementation processes.
3. 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 3
Part B: By 11:55pm AEST/AEDT Sunday end of Module 5
Weighting 60% (Part A: 30%; Part B: 30%)
Total Marks XXXXXXXXXXmarks for each part)
Context:
This assessment is evaluating students learning basics of business process management in
organisations. The assessment requests students to develop a business process management plan for
a particular case in an organisation, a department or a project environment. The plan incorporates
identifying the existing (As-Is) situation of the processes of the case, and a few possible future states
(To-Be) of these processes for improvement on efficiency and other benefits. In addition, the students
need to develop an ideal processes (Should-Be) plan to best suit the organisation and the project.
Furthermore, the students will provide a performance evaluation report based on the scenarios created
in the “Should-Be” processes to complete this assessment.
PROJ 6009 Assessment 1 Brief Nov 2019 Page 2 of 9
Instructions:
In this assessment, the students will begin with identifying a process case in a professional working
environment. The case can be from an organisation or a project the students participated in before.
This assessment contains TWO parts. To prepare for this assessment:
Review Modules 1, 2 and 3 for Part A; Module 4 for Part B;
Identify a case from any industrial sector (production or service industry) you experienced.
Part A: Business Process Analytical Plan
Choose a realistic and detailed organisation or project, and analyse the Business Process Management
(BPM) methods and techniques taught in the first three modules. Students are required to work on a
process analytical plan (including As-Is and To-Be process mapping). 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
isked and implementation processes
Output:
The Business process analytical plan contains:
Business or project process
iefing
Case based business or project process mappings (As-Is and To-Be)
Critical analysis on two mappings where are applicable: Good Bad and Ugly; Costs and
Benefits; Advantages and Disadvantages; Feasibility and Sensitivity etc.
Part B: Business Process Improvement Report
In continuum of Part A, students are required to compile a performance evaluation report, to
demonstrate their understanding and knowledge developed from the Modules, by applying tools and
techniques introduced in class activities and personal researches. The students should clarify the
usiness or project constraints and assumptions to create a scenario, where can be “For” or “Against”
the “To-Be” process.
Output:
The Business process improvement report should cover:
Brief description of Audit process and Improvement methods chosen
Evaluate and suggest whether the “To-Be” can be the “Should Be” based on the organisational
esources and capability assessment.
Establish and justify governance processes for BPM change
Describe how to better ensure that all stakeholders are considered in both process and
technology change.
PROJ 6009 Assessment 1 Brief Nov 2019 XXXXXXXXXXPage 3 of 9
Learning Ru
ics – Assessment 1 Part A: Business Process Analytical Plan (As-Is and To-Be Process Mapping)
Assessment
Attributes
Fail
(0-49)
Pass
(50-64)
Credit
(65-74)
Distinction
(75-84)
High Distinction
(85-100)
Business or
Project Process
Briefing
15%
Failed to write about
usiness or project
ief;
NO business or project
process information
provided
Business or project
iefing is provided;
Descriptions covered
usiness or project
ackground and other
asic information;
Good business or project
iefing written in formal
usiness language;
Descriptions covered
usiness or project
ackground, sectors
operated in, goals and
objectives;
Key processes or pain-
points are clearly identified.
Well written business or project
iefing provided, using formal
usiness language;
Descriptions covered business
or project background, sectors
operated in, goals and
objectives cu
ent issues
experienced, challenges faced.
Key processes or pain-points
are clearly identified.
Professionally written business or
project
iefing provided, using formal
usiness language;
Descriptions covered business or
project background, sectors operated
in, goals and objectives cu
ent
issues experienced, challenges
faced.
Potential strategies to implement and
isks associated with them.
Key processes or pain-points are
clearly identified.
Process Mapping:
As-Is and To-Be
30%
Fail to design process
maps as per requirements,
NO particular shapes,
flows, symbols used;
NO further evidence and
justification provided to
explain business or project
processes;
NO critical analysis with
ief interpretation.
Designed process maps
as per requirements,
used various shapes,
flows, symbols;
Both process mappings
are supported without
further explanation, or
evidence and
justification;
Limited critical analysis
with
ief interpretation.
Designed process maps as
per requirements, used
various shapes, flows,
symbols and terminologies;
Both process mappings
are supported with a
explanation, evidence and
justification;
Extra research conducted
to complement course
materials.
Exercised critical analysis
Nicely designed process maps,
accurately utilised specific
shapes, flows, symbols and
terminologies;
Well presented BOTH mappings
supported with a explanation,
evidence and justification;
Capacity to explain and apply
usiness process management
concepts, their associated risks
and implementation processes
is supported by robust evidence
from research/course materials.
Professionally designed process
maps, accurately utilised specific
shapes, flows, symbols and
terminologies;
Well presented BOTH mappings
supported with a detailed
explanation, evidence and
justification;
Questions viewpoints of business
process management experts and
offers critical analysis of information
taken from outside sources.
PROJ 6009 Assessment 1 Brief Nov 2019 XXXXXXXXXXPage 4 of 9
with
ief interpretation.
Questions viewpoints of
usiness process management
experts.
Analysis and evaluation reflect
growing judgement, rigor and
adaptability.
Business process management
information is taken from sources
with a high level of
interpretation/evaluation to develop a
comprehensive critical analysis or
synthesis.
Exhibits intellectual independence,
igor, good judgement and
adaptability.
Critically analysis
on the process
mapping
25%
NO basic critical analysis
techniques exercised
No evaluation provided to
comment on either
mappings;
NO evaluation criteria
designed.
Basic evaluation
provided to comment on
BOTH mappings;
Briefly explained
evaluation criteria.
Various evaluation
applied, including one of
elow Good, Bad and
Ugly; Costs and Benefits;
Advantages and
Disadvantages;
Feasibility and Sensitivity
etc.
Use basic critical analysis
techniques, supported with
detailed explanation;
Evaluation provided to
comment on BOTH
mappings. Briefly
explained evaluation
criteria.
Various evaluation applied,
including some of below
Good, Bad and Ugly; Costs
and Benefits; Advantages
and Disadvantages;
Feasibility and Sensitivity
etc.
Well exercised on critical
analysis techniques:
oke down
the complex processes into
understandable steps,
supported with detailed
explanation;
Good evaluation provided to
comment on BOTH mappings.
Evaluation criteria or matrix are
presented and followed.
Various evaluation applied,
including one of below Good,
Bad and Ugly; Costs and
Benefits; Advantages and
Disadvantages; Feasibility and
Sensitivity etc.
Some discussion questions
prompt to encourage further
discussion.
Professionally exercised on critical
analysis techniques:
oke down the
complex processes into
understandable steps, supported with
detailed explanation, evidence and
validated external sources;
Objective evaluation provided to
comment on BOTH mappings with
NO confirmation bias. Evaluation
criteria or matrix are presented and
followed.
Various evaluation applied, including
ut not limited to Good, Bad and
Ugly; Costs and Benefits;
Advantages and Disadvantages;
Feasibility and Sensitivity etc.
Valuable discussion questions
prompt to encourage further
discussion.
PROJ 6009 Assessment 1 Brief Nov 2019 XXXXXXXXXXPage 5 of 9
Effective
Communication
20%
Demonstrate lack of
communication/participatio
n on the topic when
equired (in class or online
or both).
Written assignment is
difficult to understand for
audience, no logical/clear
structure, poor flow of
ideas, argument lacks
supporting evidence.
Failed to explain logics and
ationales in either written
or ve
al form when
equired.
Demonstrate insufficient
level of
communication/participati
on on the topic when