Reading Circle a. Write a draft on the chosen topic from a source they found themselves. Source is different but Topic is the same for the whole team. b. A team member will give a 200 word comment on...

Reading Circle
a. Write a draft on the chosen topic from a source they found themselves. Source is different but Topic is the same for the whole team.
. A team member will give a 200 word comment on this draft. This will be included in the Appendix of whoever wrote it. Every member will comment on another person’s draft
c. Incorporating this comment into your draft from step a, the document must be written into a 1000 – 1200 word discussion. This will be the main report for submission
d. Include Endnote
e. Write a 200 word reflection (opinion) on the idea of Reading circle – questions are there in the task description.
The submission is individual NOT Group

Guide to Project for Supervisors
ITECH 5404 BUSINESS PROCESS ANALYTICS AND CHANGE
CRICOS Provider No. 00103D itech 5404_01_assignment_ XXXXXXXXXXdocx Page 1 of 3
Assignment 1: Reading Circle
Purpose
To encourage students to expand their thinking through reading and sharing of ideas.
Weighting and Expectations
Percentage Value of Task: 20% (40 marks)
Minimum time expectation: Preparation for this task will take approximately 20 hours
Learning Outcomes Assessed
The following course learning outcomes are assessed by completing this assessment: K1, K3, S1, S2,
S3, S1, S4, A1, and A2
Assessment Details
Background
A reading circle is a small, peer-led discussion group whose members read the same article. Your reading circle
will focus on an area of business process management and change. Reading circles are successful when students
come prepared by having read the article and by participating in a discussion about the article. This allows students
to share the results of their research and investigations with other members of their team, and gather feedback
egarding thoughts and ideas.
Requirements
Students are required to work in a team (3-5 students). Each individual student is required to:
• Select a peer reviewed journal article on some area of business process management and change related to
the course, or an area which extends course ideas (see list of potential topic areas). Confirm the
appropriateness of the journal article with the course lecturer and/or tutor before completing this assignment.
• Provide a copy of the selected journal article to team members by the scheduled tutorial in week 3. For Mt
Helen students, a team forum will be provided in moodle (partner students discuss the best approach with your
lecturer / tutor).
• Lead a face-to-face discussion (approximately 10 minutes) of your team, based on your selected journal article,
in the scheduled tutorial time during weeks 4 – 6 (each team member will negotiate a designated discussion
week). You should read and write a summary of the key ideas the article is presenting and prepare some
questions as a starting point for discussion with your team members, prior to your designated discussion week.
• Following the face-to-face discussions, select any one (1) of your team member’s articles and provide a written
eview of approximately XXXXXXXXXXwords to the team forum in moodle detailing your thoughts, impressions and
eactions to the article (partner students discuss the best approach with your lecturer / tutor).
• Write a review (approximately XXXXXXXXXXwords) of the journal article, providing a critique of your individual
ideas. Also include comments and conclusions made by other team members in your reading circle, and your
eflections as a result of these discussions.
ITECH 5404 BUSINESS PROCESS ANALYTICS AND CHANGE
CRICOS Provider No. 00103D itech 5404_01_assignment_ XXXXXXXXXXdocx Page 2 of 3
• The review should be supported by references from literature, demonstrating wider reading and critical thinking.
You should submit your endnote li
ary file along with your assignment.
• As an appendix to your report include a personal reflection of XXXXXXXXXXwords which outlines your experience in
the reading circle. For example, how did you go about locating your article? Why did you select that particular
article? How did you go about preparing for your presentation to your team reading circle? How useful did you
find the comments of your team members? How did this assessment extend your knowledge and thinking about
this area? etc…
A list of potential topic areas is provided below:
• benefits and challenges of BPM
• process architecture
• process modelling
• process discovery methods
• root cause analysis
• six sigma
• process redesign and reengineering
• process intelligence
Academic Presentation
Reviews should be presented in accordance with:
• General Guide to Referencing: https:
federation.edu.au/__data/assets/pdf_file/0020/313328/FedUni-General-
Guide-to-Referencing-2016ed.pdf
• General Guide to Writing and Study Skills:
http:
federation.edu.au/__data/assets/pdf_file/0018/190044/General-Guide-to-Writing-and-Study-Skills.pdf.
Submission
Submission consists of two parts:
a). Selected peer reviewed journal article is uploaded to team forum in moodle. By Week 3 – Scheduled Tutorial
). Upload written review to moodle assignment submission link. By Week 7 – Friday August 31, 2018 @ 4:00 pm
Marking Criteria/Ru
ic
Criteria Marking Scale
Poor Excellent
1 ...... XXXXXXXXXX5
Upload approved journal article to team forum 0
Lead a face-to-face discussion on journal article 0
Post a reply to one (1) team member’s article 0
Quality of discussion written review of article 0
Quality of synthesis of team members ideas 0
Evidence of research and support from literature (inclusion of endnote li
ary file) 0
Personal reflection (included in appendix of report) 0
Presentation and adherence to academic standards 0
Total Mark [40 marks] 0.0
Total Worth [20%] 0.0
https:
federation.edu.au/__data/assets/pdf_file/0020/313328/FedUni-General-Guide-to-Referencing-2016ed.pdf
https:
federation.edu.au/__data/assets/pdf_file/0020/313328/FedUni-General-Guide-to-Referencing-2016ed.pdf
http:
federation.edu.au/__data/assets/pdf_file/0018/190044/General-Guide-to-Writing-and-Study-Skills.pdf
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CRICOS Provider No. 00103D itech 5404_01_assignment_ XXXXXXXXXXdocx Page 3 of 3
Feedback
Feedback and marks will be provided in Moodle. Marks will also be available in FDL Marks.
Plagiarism:
Please refer to the Course Description for information regarding plagiarism, late assignments, extensions, and
special consideration. A reminder all academic regulations can be accessed via the university’s website, see:
http:
federation.edu.au/staff/governance/legal/feduni-legislation
http:
federation.edu.au/staff/governance/legal/feduni-legislation

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QUALITY PROGRESS I JULY 2004 I 45
Root Cause Analysis
For Beginners
y James J. Rooney and Lee N. Vanden Heuvel
oot cause analysis (RCA) is a process
designed for use in investigating and cate-
gorizing the root causes of events with safe-
ty, health, environmental, quality, reliability and
production impacts. The term “event” is used to
generically identify occu
ences that produce o
have the potential to produce these types of conse-
quences.
Simply stated, RCA is a tool designed to help
identify not only what and how an event occu
ed,
ut also why it happened. Only when investiga-
tors are able to determine why an event or failure
occu
ed will they be able to specify workable
co
ective measures that prevent future events of
the type observed.
Understanding why an event occu
ed is the
key to developing effective recommendations.
Imagine an occu
ence during which an opera-
tor is instructed to close valve A; instead, the
operator closes valve B. The typical investiga-
tion would probably conclude operator e
o
was the cause.
This is an accurate description of what hap-
pened and how it happened. However, if the ana-
lysts stop here, they have not probed deeply
enough to understand the reasons for the mistake.
Therefore, they do not know what to do to pre-
vent it from occu
ing again.
In the case of the operator who turned the
wrong valve, we are likely to see recommenda-
tions such as retrain the operator on the proce-
dure, remind all operators to be alert when
R
QUALITY BASICS
In 50 Words
Or Less
• Root cause analysis helps identify what, how
and why something happened, thus preventing
ecu
ence.
• Root causes are underlying, are reasonably
identifiable, can be controlled by management
and allow for generation of recommendations.
• The process involves data collection, cause
charting, root cause identification and recom-
mendation generation and implementation.
manipulating valves or emphasize to all personnel
that careful attention to the job should be main-
tained at all times. Such recommendations do little
to prevent future occu
ences.
Generally, mistakes do not just happen but can
e traced to some well-defined causes. In the case
of the valve e
or, we might ask, “Was the proce-
dure confusing? Were the valves clearly labeled?
Was the operator familiar with this particula
task?”
The answers to these and other questions will
help determine why the e
or took place and
what the organization can do to prevent recur-
ence. In the case of the valve e
or, example
ecommendations might include revising the
procedure or performing procedure validation to
ensure references to valves match the valve labels
found in the field.
Identifying root causes is the key to preventing
similar recu
ences. An added benefit of an effective
RCA is that, over time, the root causes identified
across the population of occu
ences can be used to
target major opportunities for improvement.
If, for example, a significant number of analyses
point to procurement inadequacies, then resources
can be focused on improvement of this management
system. Trending of root causes allows development
of systematic improvements and assessment of the
impact of co
ective programs.
Definition
Although there is substantial debate on the defi-
nition of root cause, we use the following:
1. Root causes are specific underlying causes.
2. Root causes are those that can reasonably be
identified.
3. Root causes are those management has control
to fix.
4. Root causes are those for which effective rec-
ommendations for preventing recu
ences can
e generated.
Root causes are underlying causes. The investi-
gator’s goal should be to identify specific underly-
ing causes. The more specific the investigator can
e about why an event occu
ed, the easier it will
e to a
ive at recommendations that will prevent
ecu
ence.
Root causes are those that can reasonably be
identified. Occu
ence investigations must be cost
eneficial. It is not practical to keep valuable man-
power occupied indefinitely searching for the root
causes of occu
ences. Structured RCA helps ana-
lysts get the most out of the time they have invest-
ed in the investigation.
Root causes are those over which management
has control. Analysts should avoid using general
cause classifications such as operator e
or, equip-
ment failure or external factor. Such causes are not
specific enough to allow management to make
effective changes. Management needs to know
exactly why a failure occu
ed before action can be
taken to prevent recu
ence.
We must also identify a root cause that manage-
ment can influence. Identifying “severe weather”
as the root cause of parts not being delivered on
time to customers