Business Process Development Plan: As-Is & To-Be Mapping | Performance Evaluation

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

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.

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. 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. Reference style APA 6-7 should be enough. 

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.

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:
1. Critically analyse the role of business process management in your chosen case study
2. Critically evaluate approaches to business process management and systems, their associated risked and implementation processes

Output:

The Business process analytical plan contains:
1. Business or project process briefing
2. Case based business or project process mappings (As-Is and To-Be)
3. 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:
1. Brief description of Audit process and Improvement methods chosen
2. Evaluate and suggest whether the “To-Be” can be the “Should Be” based on the organisational resources and capability assessment.
3. Establish and justify governance processes for BPM change
4. Describe how to better ensure that all stakeholders are considered in both process and technology change.