Unit Outline

Business processes must be designed to ensure that they are effective and meet customer requirements. A well-designed process will improve efficiency and deliver greater productivity. This unit will introduce students to analytical tools that can be used to model, analyse, understand and design business processes. Students will also gain hands-on experience in using simulation software as a tool for analysing and innovating business processes. The aim of this unit is to introduce you to modern methodologies of Business Process Management (BPM). A main objective is to increase your awareness of the close link between business requirements and IT capabilities, and the related fundamental role of business processes and their potential to innovate. This unit also seeks to develop logical thinking, an appreciation for conceptual models, and the capability to understand and deal with complex systems.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Analyse the role of business process management innovation within an organisational context.
2	Innovate business processes by identifying potential ICT solutions
3	Evaluate potential ICT solutions using advanced BPM principles and processes
4	Promote and justify innovative ICT solutions to achieve organisational change.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	KIT204 OR KXO222

Alterations as a result of student feedback

Nil.

Teaching arrangements


ATTENDANCE MODE	TEACHING TYPE	LEARNING ACTIVITY	CONTACT HOURS	FREQUENCY
On Campus	Lecture (Online)	real-time (i.e. synchronous) interactive activity involving the whole class whose primary purpose is the presentation and structuring of information/ideas/skills to facilitate student learning. All students are expected to attend.	1	Weekly
	Tutorial	A structured real-time (i.e. synchronous) activity in a small-group setting where the primary purpose is the clarification, exploration or reinforcement of subject content presented or accessed at another time or place (e.g. lecture, preparatory work). It is reliant on student-teacher and student-student interaction and dialogue for achievement of its learning outcomes. The students enrolled in the tutorial are expected to attend.	2	Weekly
	Independent Learning	Involving reading, listening to audio, watching video, and/or completing exercises and/or quizzes, self-study is individual work undertaken when the student chooses (i.e. asynchronous), most likely through engagement with MyLO. The content is examinable, and may need to be completed prior to attending classes and/or attempting assessment tasks.	2	Weekly

Attendance / engagement expectations

If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online or includes online activities, it is expected you will engage in all those activities as indicated in the Unit Outline or MyLO, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Module Flash Cards	Refer to Assessment Description	15 %	LO1
Assessment Task 2:	Case study presentation	Refer to Assessment Description	15 %	LO1, LO4
Assessment Task 3:	Business Processes & Principles	Refer to Assessment Description	20 %	LO1, LO2, LO3
Assessment Task 4:	Capstone Project	Refer to Assessment Description	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Module Flash Cards

Task Description:

Each student will review each module (1-6) and prepare 5 Flashcards for each module based on the content of the supplied reading for the module. These flashcards are due each week 2-7 before the tutorial. Students must also review the flashcards of another student and provide suggestions to correct the information or present the information in an alternative form.

Task Length:

30 Flash cards

Due Date:

Refer to Assessment Description

Weight:

15 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse an academic paper to identify BPM keypoints	LO1
2	Create a set of BPM educational flashcards	LO1
3	Review a set of flashcards to improve representation of BPM keypoints	LO1

Assessment Task 2: Case study presentation

Task Description:

Each student will be required to review a case study of a business process innovation and prepare a 2–3-minute summary video with the purpose of educating the viewer about the outcomes of the case study and BPM principles and processes applied.
Each student must also review two videos produced by other students, and supply feedback on how to improve the video (this will involve also reading the associated case studies).
Finally, students can improve their own videos based on feedback from peers before final submission.
• Original video is due in week 6.
• Review templates are due in week 7 – (worth 5%)
• Updated video is due in week 8 – (worth 10%)

Task Length:

2-3 min video, 2xtemplate review

Due Date:

Refer to Assessment Description

Weight:

15 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse a case study to identify the role of BPM innovation within an organisation	LO1
2	Create an educational video based on a given case study by using academic sources	LO4
3	Review a case study and video to improve educational outcomes	LO1, LO4

Assessment Task 3: Business Processes & Principles

Task Description:

Each workshop (weeks 2-6) the students will work in groups to explore different principles and processes applied to a case study. The students will work in different groups each week. Each week the students will complete a template, and work will be required pre and post tutorial. Each template will be worth 4%.

Task Length:

5 templates

Due Date:

Refer to Assessment Description

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse a business process involved in a given case study	LO1
2	Identify potential ICT solutions to improve a business process for a given case study	LO2
3	Evaluate a potential ICT solution using a specified technique to improve a business process in a given case study	LO3

Assessment Task 4: Capstone Project

Task Description:

This capstone project is your opportunity to apply the BPM skills you have developed to innovate a real business process. Students will complete a business process innovation for a local organisation or UTAS.

Students will form teams to map, model and fully document the impact a business process has on an organisation. Teams will then analyse the process to identify the data inputs and outputs as well as the roadblocks, inefficiencies, challenges, and potential improvements. Using selected BPM principles, processes and techniques teams will identify potential ICT solutions to improve the process and evaluate the identified solutions to justify the selected solutions. Using this information teams will justify how a process improvement will benefit the organisation. There are three phases to the project:
• Project charter (10%) – due week 10
• Project presentation (10%) – due week 12
• Project report (30%) – due week 13

Teams will present their interim findings in week 12 and be provided with feedback which the team can use to improve the report which is due in week 13.

Throughout the project everyone will regularly complete self/peer assessment.

Task Length:

8 page project charter, 10 minute presentation, 20 page recommendation report

Due Date:

Refer to Assessment Description

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	(Charter) Describe the organisation, the process, and the impact the business process has on the organisation	LO1
2	(Charter) Identify the stakeholders and their roles and responsibilities related to the process and their challenges with the process	LO1
3	(Charter) Identify project milestones	LO2
4	(Charter) Describe the roles and responsibilities of the BPM team	LO2
5	(Presentation) Analyse and present a business process for a given project	LO1, LO4
6	(Presentation) Present the process using maps and models and identifying the inputs and outputs	LO1, LO2, LO4
7	(Presentation) Identify and analyse potential solutions to the business process for the given project	LO2, LO3
8	(Presentation) Promote and justify the selected ICT solution to improve the business process	LO4
9	(Report) Use appropriate maps, models, and tools in the analysis of a business process	LO1, LO2, LO3
10	(Report) Describe the types of data (inputs, outputs) required for the process to be efficient and complete	LO1, LO2
11	(Report) Conduct an analysis of the key challenges the process has for the organisation	LO1, LO2
12	(Report) Identify potential solutions to the business process for the given project	LO2
13	(Report) Evaluate the identified potential solutions using selected BPM principles, processes, and techniques	LO3
14	(Report) Justify how the selected solutions will improve the business process and justify how the process improvement will add value to the organisation	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.