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 60 (30 marks 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

risked and implementation processes

Output:

The Business process analytical plan contains:

 Business or project process briefing

 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

business 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

resources 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 Page 3 of 9

Learning Rubrics – 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
business or project brief;

NO business or project
process information
provided

Business or project
briefing is provided;

Descriptions covered
business or project
background and other
basic information;

Good business or project
briefing written in formal
business language;

Descriptions covered
business or project
background, sectors
operated in, goals and
objectives;

Key processes or pain-
points are clearly identified.

Well written business or project
briefing provided, using formal
business language;

Descriptions covered business
or project background, sectors
operated in, goals and
objectives current issues
experienced, challenges faced.

Key processes or pain-points
are clearly identified.

Professionally written business or
project briefing provided, using formal
business language;

Descriptions covered business or
project background, sectors operated
in, goals and objectives current
issues experienced, challenges
faced.

Potential strategies to implement and
risks 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
brief 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 brief 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
business 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 Page 4 of 9

with brief interpretation.
Questions viewpoints of
business 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,
rigor, 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
below 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: broke 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: broke 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
but 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 Page 5 of 9

Effective
Communication

20%

Demonstrate lack of
communication/participatio
n on the topic when
required (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
rationales in either written
or verbal form when
required.

Demonstrate insufficient
level of
communication/participati
on on the topic when
required (in class or
online or both).

Information, arguments
and evidence are
presented in a way that is
not always clear and
logical. Line of reasoning
is often difficult to follow.

Logics and rationales are
vaguely explained in both
written and verbal form
when required.

Demonstrate moderate
level of
communication/participatio
n on the topic when
required (in class or online
or both).

Information, arguments
and evidence are well
presented, mostly clear
flow of ideas and
arguments. Line of
reasoning is easy to follow.

Key information presented
and decisions are drawn.
General explanation
provided to clarify logics
and rationales if required.

Demonstrate good level of
communication/participation on
the topic when required (in class
or online or both).

Information, arguments and
evidence are very well
presented; the presentation is
logical, clear and well supported
by evidence.

Meaningful information
presented to draw reasonable
decisions. Logics and rationales
are well explained in both
written and verbal form if
required.

Demonstrate high level of
communication/participation on the
topic when required (in class or
online or both).

Written assignment is expertly
presented; the presentation is logical,
persuasive, and well supported by
evidence, demonstrating a clear flow
of ideas and arguments. Some raw
data are being used to interpret
meaningful information, and
reasonable decisions are drawn.
Logics and rationales are well
explained in both written and verbal
form if required.

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.
No justification provided on
the connection between
references and
assessment contents.

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

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. Well
justified the linkage and
connection between
references and

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.
Excellent justification provided
on the linkage and connection
between references and

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. Expertly justified the
connection and validation between
references and assessment contents.

PROJ 6009 Assessment 1 Brief Nov 2019 Page 6 of 9

There are mistakes in
using the APA style.

develop ideas, but these
are not always explicit or
well developed. Some
justification provided on
the connection between
references and

assessment contents.

There are no mistakes in
using the APA style.

assessment contents.

There are no mistakes in
using the APA style.

assessment contents.

There are no mistakes in using
the APA style.

There are no mistakes in using the
APA Style.

PROJ 6009 Assessment 1 Brief Nov 2019 Page 7 of 9

Learning Rubrics – Assessment 1 Part B: Business Process Improvement Report (Should Be Mapping and Performance Evaluation)

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

Fails to analyse, establish
or justify governance
processes for business
process management
change.

Analyses governance
processes for business
process management
change but resembles a
recall or summary of

Analyses governance
processes for business
process management
change.

Analyses, establishes, and
justifies governance processes for
business process management
change to ensure key
stakeholders are considered in

Critically analyses, establishes,
and justifies governance processes
for business process management
change and ensures all
stakeholders are considered in

PROJ 6009 Assessment 1 Brief Nov 2019 Page 8 of 9

business
process
management
change to
ensure that all
stakeholders
are considered
in technology
change
decisions

35%

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.

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.

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.

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.

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%

Demonstrate lack of
communication/participation
on the topic when required
(in class or online or both).

Written assignment is
difficult to understand for
audience, no logical/clear

Demonstrate insufficient
level of
communication/participation
on the topic when required
(in class or online or both).

Information, arguments and
evidence are presented in a

Demonstrate moderate
level of
communication/participation
on the topic when required
(in class or online or both).

Information, arguments and
evidence are well

Demonstrate good level of
communication/participation on
the topic when required (in class
or online or both).

Information, arguments and
evidence are very well presented;
the presentation is logical, clear

Demonstrate high level of
communication/participation on the
topic when required (in class or
online or both).

Written assignment is expertly
presented; the presentation is
logical, persuasive, and well

PROJ 6009 Assessment 1 Brief Nov 2019 Page 9 of 9

structure, poor flow of
ideas, argument lacks
supporting evidence.

Failed to explain logics and
rationales in either written
or verbal form when
required.

way that is not always clear
and logical. Line of
reasoning is often difficult to
follow.

Logics and rationales are
vaguely explained in both
written and verbal form
when required.

presented, mostly clear flow
of ideas and arguments.
Line of reasoning is easy to
follow.

Key information presented
and decisions are drawn.
General explanation
provided to clarify logics
and rationales if required.

and well supported by evidence.

Meaningful information presented
to draw reasonable decisions.
Logics and rationales are well
explained in both written and
verbal form if required.

supported by evidence,
demonstrating a clear flow of ideas
and arguments. Some raw data
are being used to interpret
meaningful information, and
reasonable decisions are drawn.
Logics and rationales are well
explained in both written and
verbal form if required.

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. No
justification provided on the
connection between
references and assessment
contents.

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.
Some justification provided
on the connection between
references and assessment
contents.

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. Well
justified the linkage and
connection between
references and assessment
contents.

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. Excellent
justification provided on the
linkage and connection between
references and assessment
contents.

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. Expertly justified the
connection and validation between
references and assessment
contents.

There are no mistakes in using the
APA Style.

Agreed KPIs &
Performance scope from
previous PA meeting

Plan PA activities

Select and agree PA
methods (formal)

Collect 360 feedback

Prepare and
conduct PA meeting

Measure
Performance
against KPIs

Meet Expectation

Exceed Expectation

Under performance
Training and

Development to
improve performance

Re-assess
performance

Bridge
S-gap

Termination
process

Motivation

Intervention
Counseling

Bridge
P – gap

Re-assess
performance

Re-design KPIs

Re-design KPIs

Agreed new KPIs
and Performance

scope
Termination
process

Training and Development
to get possible promotion

Rewards options
Financial and non-
Financial rewards

S-Gap

P-Gap

PA: Performance Appraisal
S-Gap: Skills Gap
P-Gap: Performance Gap

NO

NO
NO

YES

YES
YES

Performance Management Process Flowchart

Master Global Project Management
Torrens University Australia
BUSINESS PROCESS
MANAGEMENT & SYSTEM
PROJ6009

Subject Structure
Module 1 – Foundation of Business Process Management (BPM)
Module 2 – Drivers of BPM Projects and Opportunities
Module 3 – Phase of Business Process Management
Module 4 – Business Process Analytics and Improvement
Module 5 – Lean and Six Sigma in BPM
Module 6 – Enterprise Systems and Applications in BPM
Roughly Two sessions (weeks) per Module

Module 3:
Phases of Business Process Management

Add comparison of Project Life Cycle vs Business Process Life Cycle + Integration PM
3

Administration
& Stakeholders
BPM Life Cycle
Recap

Evaluation

Design & Analysis

Configuration

Enactment

Conduct the Audit
Analysis necessity for process improvement
Design objectives, strategies and team
Stakeholders impacted and required
Current As-Is process
Ideal Should-Be process
Execution and Enactment
Monitor and Evaluation

Necessity of BPM
Drivers and Triggers:
Organisation
Management
Employees
Customer
Product / Service
Process
IT advancement

Design Goals, Strategies and Team
Determine the process for improvement (Which one to improve)
Form the BPM team (Who are directly involved?)
Define the roles & responsibilities of the team members (Who is doing what?)
Identify process goal, objectives and expected outcomes (What we want the new process look like?)

Stakeholders
Identify stakeholders who are impacted by the process
BPM managers, designers, developers, contributors
BP daily users, front-liners, lovers and haters
Good performers, the first follower, quick adaptors, watchers, waiters, sloppiers, deniers and shockers

Identify stakeholders’ requirements from the process
WIIFM?
New R&R, New P&P
Better, Easier, Quicker…
Simpler, Clearer, Stronger…
More and more …
Stakeholders

As-Is vs To-Be Process
As-Is Process:
Examine flowchart
Document functional performance
Point out the Obvious improvement needed
Qualitative and Quantitative measurement on performance

To-Be Process:
Enforce future values
Visionary and ideation
Required inputs
Desirable outcomes
Upstream selection
Though describe the future outcome of change

As-Is vs. To-Be Processes

Should-Be Process
Identify the foreseeable state of process
Strategic movement and/or improvement
VOCs and CTQs
VOPs and boundaries
Might be undergoing transition / incomplete

Execution and Enactment
Clear roles and responsibilities?
Suitable BPM team?
Activities according to plan?
Changes on the way?
Ground rules?

Monitor and Evaluation
Are we on track for those activities?
Any signs on doing things wrong?
Functionally working? KRAs, KPIs achieved?
Technically working? Efficiency? Errors or breakdown?
Process maturity evaluation

Phases of BPM – Another view
Design – Identification of current and design for future processes
Modelling – Consider multiple combination of variables (What if)
Execution – Use technical and human intervention to automate processes
Monitoring – where process performance is measured; tools are used, BAM
Optimisation – Lesson learned, performance improved, value created, reach a level of maturity

Process Governance
Impersonal Governance
Rules, Regulations, Organisational requirements
Policies, Procedures, Compliance
Personal Governance
Work ethics
Work capabilities
Work performance

Process Governance
Leadership:
Vision and Strategy
Ownership and Accountability
Prioritisition and Decision making
Management:
Practice: consistent in use of tools, methods, trainings, frameworks
Standards: consistent in use of measurements, records, communications

Process Map
Use various flowchart to visualise process (32 mins)

https
://www.youtube.com/watch?v=
LJwKZuQUb7g

Module 4
Process Analytics and Improvement

Reference

Cadden, T., & Downes, S. J. (2013). Developing a business process for product development. Business Process Management Journal, 19(4), 715-736.
Grier, S. (n.d.). The 7 Stages of Business Process Management. Retrieved fromhttp
://itmanagersinbox.com/846/the-7-stages-of-business-process-management
/

Reijers, H. A., Wijk, S., Mutschler, B., & Leurs, M. (2010). BPM in Practice: Who Is Doing What? In R. Hull, J. Mendling, & S. Tai (Eds.), Business Process Management: 8th International Conference, BPM 2010, Hoboken, NJ, USA, September 13-16, 2010. Proceedings (pp. 45-60). Berlin, Heidelberg: Springer Berlin Heidelberg.
Sikdar, A., & Payyazhi, J. (2014). A process model of managing organizational change during business process redesign. Business Process Management Journal, 20(6), 971-998.

Master Global Project Management
Torrens University Australia
BUSINESS PROCESS
MANAGEMENT & SYSTEM
PROJ6009

Welcome
Facilitator: Kevin Chiang kevin.chiang@laureate.edu.au

EMBA, MEcon, MIB, BBsMn, LSS BB, PhD candidate (OP)
16 years working experience in Finance, Telecommunication, Higher Education and Consulting.
J.P Morgan, Macquarie Group, Synergy, FTI, MBS, MU
Multi-million-dollar project manager and consultant
Westpac, Telstra, CBA, Oracle, InterSystems, Hua Wei, China Telecom
Torrens University MGPM program manager Sydney
You? Program you study? Your working experience?

Using Library & Academic Support
Learning resources on Blackboard
Use library e-book, journal, database, articles
http
://library.laureate.net.au/business/
projectmanagement
Use Google scholar; NO Wikipedia
Proper referencing – APA
Turnitin < 20% overall, <10% Single source Safe Assign < 20% overall, <10% Single source PMI student membership Subject Description The BPM covers the design, implementation, monitoring, evaluation and optimisation of an organisation’s processes. This subject provides students with the foundational knowledge that can improve their organisation's strategic and operational base line. In this subject, students explore the definition, concepts, process mapping tools and techniques of BPM in relation to business process life cycle and the role of technology in business processes management. The subject incorporates theories and applications including Project Change Management; Organisational Agility; Business Analytics and Performance Review. It also introduces how disruptive technologies can impact on business process management including Internet of Things (IoT), Smart Services, Process Automation, and Clustered Innovation. The subject opens up basic concepts of Lean and Six Sigma, which constitute an integral knowledge to advanced subjects in Master of Global Project Management. Subject Structure Module 1 – Foundation of Business Process Management (BPM) Module 2 – Drivers of BPM Projects and Opportunities Module 3 – Phase of Business Process Management Module 4 – Business Process Analytics and Improvement Module 5 – Lean and Six Sigma in BPM Module 6 – Enterprise Systems and Applications in BPM Roughly Two sessions (weeks) per Module Assessment Structure Assessment Task Overview - Individual or Group Points Due Date 1. Business Process Development Plan Part A: Business Process Analytical Plan:” As-Is & To-Be” Mapping 30 End of Week 6 Part B: Business Process Improvement Report: “Should-Be” Mapping 30 End of Week 10 2. Business Process Improvement Reflection Part A: Presentation: Commentary on Best Practice of BPI Case Study 20 End of Week 8 Part B: Reflection Report: Incorporating Feedback From Cohort 20 End of Week 11 Total for Course 100 Module 1: Foundation of Business Process Management Activities Any decision(s) you made recently which was absolutely necessary, can not live without? Why did you make the decision(s)? How much do(es) each decision impact on entire event? Efficiency vs Effectiveness Example: Flights to HK for a conference Some descriptions A Business Process consists of a set of activities that are performed in coordination in an organisational and technical environment. Business process is a collection of inter-related events, activities and decision points that involve a number of actors and objects, and that collectively lead to an outcome that is of value to at least one customer. Business Process Management is a Process-Centric approach for improving business performance, which combines Information Technology and Governance methodologies. BPM includes concepts, methods, and techniques to support the design, administration, configuration, enactment, and analysis of business processes. Some descriptions cont… Some descriptions cont… A BPM System is a generic software system that is driven by explicit process representations to coordinate the enactment of business processes. BPM is NOT the only discipline that is concerned with improving the operational performance of organisations. Other disciplines: TQM, Operations, LEAN, Six Sigma Why BPM? IT is essential to all organisations: Private, Public, Non-profit Thorough understanding how the business operates Speedy product and service design Enhance stakeholder engagement Organisational change requirement Internet based communication among equipment and products A business process model consists of a set of activity models and execution constraints between them. Typical examples: Quote to Order Order to Cash Procure to Pay Issue to Solution Application to Approval Business Process Model Observe to Analyse Analyse to Interpret Interpret to Decision-Making Strategy (DM) to Operations Performance to Evaluation Business Process Model Sample ordering process to re-seller Activities Recall your previous or current working experience, list all events or activities occurred within selected business processes. Share with the class Pillars of BPM People (Process Owner) Process (Operations Flow) Technology (Better process enabler) BPM Development Functional Organisation emerging since The Second Industrial revolution to 1980’s : Small groups focused on getting their own things right; created in-efficiency and lack of coordination cross corporates. Process Thinking: The key event for the development of BPM was Ford’s acquisition of a big financial stake in Mazda during the 1980s. One of the breakthrough drivers was: Mazda was under-staffed. Ford had hundreds people checking errors, but making errors same time, where Mazda avoided discrepancies at the first place. BPM Development Purchasing process at Ford at initial stage Purchasing process at Ford after re-design Central Processing point The Rise and Fall of BPR: Numerous white papers, articles, and books appeared on the topic throughout the 1990s and companies all over the world assembled BPR teams to review, re-design or re-engineer their processes. Concept misuse Over radicalism Support immaturity BPM Development Concept misuse: In some organizations, about every change program or improvement project was labeled BPR even when business processes were not the core of these projects. During the 1990s, many corporations initiated considerable reductions of their workforce (downsizing) which, since they were often packaged as process redesign projects, triggered intense resentment among operational staff and middle management against BPR. After all, it was not at all clear that operational improvement was really driving such initiatives. Over-radicalism: Some early proponents of BPR, including Michael Hammer, emphasized from the very start that redesign had to be radical, in the sense that a new design for a business process had to overhaul the way the process was initially organized. A telling indication is one of Michael Hammer’s early papers 1.3 Origins and History of BPM 13 on this subject which bore the subtitle: “Don’t automate, Obliterate”. While a radical approach may be justified in some situations, it is clear that many other situations require a much more gradual (incremental) approach. 3. Support immaturity: Even in projects that were process-centered from the start and took a more gradual approach to improving the business process in question, people ran into the problem that the necessary tools and technologies to implement such a new design were not available or sufficiently powerful. One particular issue centered around the fact that much logic on how processes had to unfold were hard-coded in the supporting IT applications of the time. Understandably, people grew frustrated when they noted that their efforts on redesigning a process were thwarted by a rigid infrastructure. 21 Technology advancement: ERP (Enterprise Resources Planning) systems are essentially systems that store all data related to the business operations of a company in a consistent manner, so that all stakeholders who need access to these data can gain such access. WfMSs (Work flow Management Systems) are systems that distribute work to various actors in a company on the basis of process models. BPM Development BPM Life Cycle The business process lifecycle consists of phases that are related to each other which are organised in a cyclical structure, showing their logical dependencies. Many design and development activities are conducted during each of these phases, and incremental and evolutionary approaches involving con-current activities in multiple phases are not uncommon. (Segatto 2013) Segatto, M., Pádua, S. I. D. d., & Martinelli, D. P. (2013). Business process management: a systemic approach? Business Process Management Journal, 19(4), 698-714. 23 Administration & Stakeholders BPM Life Cycle Evaluation Design & Analysis Configuration Enactment Design & Analysis General enter point Conduct survey on organisational and technical environment: Structure, Key P&P, Software & System Business operations & improvement flow Process identification and modelling Validation, simulation, verification BPM Life Cycle Activities Identify your business’s organisational and technical environment. Eg, Torrens University Student appeal policies & procedures Configuration In case a dedicated software system is used to realise the business process, an implementation platform should be chosen during the configuration phase. System selection Implementation Test and deployment BPM Life Cycle Activities Identify your business’s Systems used in various functions Eg, Torrens University Learning management system CRM system HRM system Integration system (CAP) Enactment The actual run time of the business process - Execution Needs to cater to a correct process orchestration, guarantee the process activities are performed according to the execution constraints specified in the process model. Operations, Monitoring, Maintenance, Status BPM Life Cycle Evaluation Execution logs examination Process mining (Discovery, Conformance check, Extension) Business Process Intelligence (BPI) Business Activities Monitoring (BAM) BPM Life Cycle Aalst, W. van der 2005 BPM Life Cycle Administration and Stakeholders A set clear policies and procedures in place A KMS with skillful, knowledge workers, expertise, experience. A well-structured repository with powerful query mechanisms is essential to manage multiple business processes. Roles of Stakeholders in the BPM Chief Process Officer (Path finder, Director hunter) Business Engineer (Vision converter, Goal aligner, Communicator) Process Designer (Data analysts, Modelling guru) Process Participant (Doer, Activity conductor) Knowledge Worker (IT applicants, Automation enabler) Process Responsible (Test, Detector, Error finder) System Architect (Configurator, Business infrastructure builder) Developers (Coding writer, Interface designer, System prettier) BPM Life Cycle Business Process Levels Organisational vs Operational What happened here, what happened out there? So what in it for me (the business)? Why we intent to do this? Now we are doing it? Hang on, how we gonna do it? Any 7 Ss enable us to do it? Now we are REALLY doing it… Oh Sh*t, something went wrong… What can we find from mistakes? Let’s change people, methods, environment? Are we ready to do it again? Do it now, do it right, do it with methods... Cool, we did it! We did it well! Can we do it again? Business Process Levels Optional Degree of Automation Degree of Repetition Degree of Structuring Module 2 Drivers of BPM Projects and Opportunities Reference Aalst, W. van der, Beer, H., & Dongen, B. van (2005). Process Mining and Verification of Properties: An Approach based on Temporal Logic. In R. Meersman & Z. T. et al. (Eds.), On the Move to Meaningful Internet Systems 2005: CoopIS, DOA, and ODBASE: OTM Confederated International Conferences, CoopIS, DOA, and ODBASE 2005 (Vol. 3760, pp. 130–147). Springer-Verlag, Berlin Segatto, M., Pádua, S. I. D. d., & Martinelli, D. P. (2013). Business process management: a systemic approach? Business Process Management Journal, 19(4), 698-714. Master Global Project Management Torrens University Australia BUSINESS PROCESS MANAGEMENT & SYSTEM PROJ6009 Subject Structure Module 1 – Foundation of Business Process Management (BPM) Module 2 – Drivers of BPM Projects and Opportunities Module 3 – Phase of Business Process Management Module 4 – Business Process Analytics and Improvement Module 5 – Lean and Six Sigma in BPM Module 6 – Enterprise Systems and Applications in BPM Roughly Two sessions (weeks) per Module Recap What is BP, BPM, BPMS? BPM Development… BPM life cycle Design & Analyse Configuration Enactment Evaluation Administration & Stakeholders Module 2: Drivers of BPM Projects and Opportunities Why so much interests in BPM? Be agile and fast to respond to market change; Understand business processes better, and change them quickly; Core business process contains BAU and Core business (product & service); Key BPM Capabilities Leverage for Efficiency BPM enables by service oriented architecture (SOA) BPM solutions maximise assets re-use Respond Faster BPM allow flexible processes design, quick responses to customer, partners and competitions Manage Change Streamline processed to keep employees productive and customers satisfied Basic Components of BPM Modeling and Simulation Business Activity Monitoring (BAM) Rules and Pre-built Frameworks Content-centric Processing Collaboration Between People Process automation Modeling and Simulation Understand your business from operational level Gain better business insights Identify how to maximise business performance Creative design business, more collaborative and innovative IBM WebSphere Business Modeler Design and simulate end-to-end business processes Business Activity Monitoring (BAM) Real time performance check, against planning metrics Incorporate with BPM with KPIs More insights of business improvement, and possible re-configuration Rules and Pre-built Frameworks Business level of policies determines business behaviours Operational procedures specifies task completion and standards Functional processes integrates needs of business context, customers, partners, and IT infrastructures. Content-centric Processing Content Intensive businesses focused on creation, innovation, product/service development BPM enables test, review and approval throughout ECM (Enterprise Content Management) integrates process, contents and compliance Collaboration Between People Standardised workflow means the movement of the people Clearer roles and responsibilities within the system Mutual understanding on work functions and changes Not just work together, but work more effectively together Process Automation Powerful IT equipment and system supports process automation Automation bridges BP expectation and BP reality Accelerate process efficiency, eg quality management, resources allocation, cost behaviour https://www.youtube.com/watch?v= HS8uEQ58yek https://www.youtube.com/watch?v= mdWLEHTNjXY https://www.youtube.com/watch?v=FV8lM9SIFQ8 14 Example of PA usage Banking and Insurance: Transaction, Account management, loan and mortgage; Quote, Underwriting, Claim, etc… Government: Tax processing Transportation and logistics: Shipping goods, Track shipping, Railway operations management Manufacturing: E-commerce and Supply chain IT: Hardware and Software ordering HR Torrens: Automatic on-boarding services Opportunity areas for PA 1. Business process management 2. Human task management 3. Regulatory compliance 4. Systems choreography 5. Composite business applications 6. Web-based front office 7. Partner integration Building PA team BP thought leader: strategise and transform organisation into process-centric BP owner: in charge of identify, change and evaluate BP, align KPIs, functional and organisational goals BP analyst: actively work process documentation, implement process change, identify the best alternatives BP engineer and IT: enrich BP info, and provide technical capability Ten Principles of Good BPM According to three focused group, researchers eg Brocke (et al) identified Ten Principles of good BPM. Academics Practitioners Academic and Practitioners Brocke, J. v., Schmiedel, T., Recker, J., Trkman, P., Mertens, W., & Viaene, S. (2014). Ten principles of good business process management. Business Process Management Journal, 20(4), 530-548. 1. Principles of Context Awareness BPM should fit in organisational contexts Understand business visions, strategy, cultures; Incorporate insights of market and industry the business compete within NO one size fits all Not a cookbook approach but customisation Could be automation and repetition; Be careful of duplication or transformation 2. Principle of Continuity BPM should be a permanent practice, not an one-off activity Facilitates continuous gain of efficiency, effectiveness and process improvement Should go beyond Quick-Wins Keep growth mindset and ready for “Re-design” Align with strategic “Should Be” and visional “To Be” Becomes part of daily work and internalisation 3. Principle of Enablement BPM should develop capabilities, enable orgnisational and performance enhancement Not limited to repairing or fire-fighting Eg. Considering competencies in staffing at Key BPM position (Put the right people at the right position) 4. Principle of Holism BPM should be inclusive in scope, entire business integration Not one isolated focus Not project only or function only Go beyond value chain, rather than supply chain 5. Principle of Institutionalisation BPM should be embedded in organisational structure, reduced red-tape and unnecessary layers among decision making points Not daily tasks or responsibiiltes BPM facilitate business governance, impersonal (Rules and Regulations) and personal governance (work ethics and accountabilities) 6. Principle of Involvement BPM should integrate all stakeholder groups Whole business ecosystem Integration Should not neglect employees participation in review, data collection, re-design and implementation The design / redesign process is more important than final result 7. Principle of Joint Understanding BPM creates shared meaning and mutual understanding Should not be only for experts BPM is the language spoken within the organisation by everyone Storyboard over numerical report Cartoon simulation over factual presentation 8. Principle of Purpose BPM should contribute to strategic value creation It should not be done for the sake of doing it Some BPM activities are over doing process modeling Begin with the end in the mind, though don’t forget why / where you started 9. Principle of Simplicity BPM should be economical, not costly It should not be over-engineered Balancing the inputs against the outputs of more efficient and effective organisational processes Choose carefully with the level of strategic, technical and staffing requirements 10. Principle Of Technology Appropriation BPM should make opportunity to use technology It should consider technology management as a pre-requisite rather than an after-thought IT resources is driving the progression of BPM value creation The selection, adoption and exploitation of IT should be inherent in BPM Drivers & Triggers BPM - Organisation High growth Merge and Acquisition Organisational change Compliance and regulation Business agility and resilience Need more control over information flow Create a high performance culture Positive relationship Control expenses and staffing Drivers & Triggers BPM - Management High turn over and/or low satisfaction Training and performance issues Empowerment vs following change Drivers & Triggers BPM - Employees Low satisfaction Increase customer number Change customer strategy Customer requires unique processes Drivers & Triggers BPM – Customers Long lead in time to market Long reaction time to competitors New product & services design Unique product & services apart from BAU Drivers & Triggers BPM – Product & Services Need more visibility Need clearer roles and responsibilities Process changes too often or never changed Lack of standardisation Lack of communication from end to end perspective Drivers & Triggers BPM – Process Introduction of new system: ERP, CRM etc Introduction of new IT architecture Replace old systems A view of IT does not deliver business expectation Drivers & Triggers BPM - IT Activities Does your business have standardised processes in place? Do they work well or badly? Is it necessary to manage your business processes? What drive or trigger your business process management? Assessment 1 Build a business case What triggered BPM Mapping = Mix and Match, Compose and Decompose Root causes analysis Cost benefit analysis As Is – Should Be – To Be Value add, Business none value add Not value add / wastage Module 3 Phases of BPM, Audit and Governance Reference Brocke, J. v., Schmiedel, T., Recker, J., Trkman, P., Mertens, W., & Viaene, S. (2014). Ten principles of good business process management. Business Process Management Journal, 20(4), 530-548. Jeston, J., & Nelis, J. (2006). Why should you do BPM - what are the main drivers and triggers? Business Process Management (pp. 16-19). Jordan Hill, GB: Routledge.