Business & Finance homework help. ASSESSMENT BRIEF – 2
Subject Code and Title PROJ6009 Business Process Management and Systems
Assessment Assessment 2: Business Process Improvement Reflection (2 parts)
Part A: Presentation: Comments on Best Practice of BPI Case
study
Part B: Reflection Report: Best Practice of BPI case study
(Incorporating the feedback from the cohort)
Individual/Group Individual and/or Group for both Online and Face-to-Face delivery
Words limits Part A: 8-10 minutes (Group presentation)
Part B: 1000 words (Individual reflection 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 4
Part B: By 11:55pm AEST/AEDT Sunday end of Week 11
(First half of Module 6)
Weighting 40% (Part A: 20%; Part B: 20%)
Total Marks 40 (20 marks for each part)
Context:
This assessment is to evaluate students’ critical thinking and analytical skills, as well as public speaking
and personal reflection. The assessment requests students to deliver a presentation in class or via a
teleconference, and provide a commentary on a selected Business Process Improvement (BPI) case
study. Feedback from the cohort must be collected, analysed and incorporated in the personal
reflection report, which is the second part of the assessment.
PROJ 6009 Assessment 1 Brief Nov 2019 Page 2 of 7
Instructions:
In this assessment, the students will begin with reading a selective case study of Business Process
Improvement practice, which is issued during Module 3 study. This assessment contains TWO parts.
To prepare for this assessment:
Part A: Presentation: Comments on Best Practice of BPI Case study
Review Modules 1, 2, 3 and 4;
In a team of 4 people, intensively read the case study and conduct extra research when
necessary;
Coordinate with team members to design, prepare and rehearse the presentation;
Output:
Maximum 10 slides (Excluding references and appendices), 8 -10 mins presentation delivered
in class;
Online presentations could be delivered via teleconference (Zoom or Skype); Upload on the
Youtube as an unlisted video is an option with lecturer’s consultation and permission;
Critical analysis and evaluation on the BPI practice of the case study;
All team members should be presenting and sharing the workload equally;
Actively listen and provide feedback on other teams’ presentation.
Marks criteria and feedback form will be used to assess the presentation.
Part B: Business Process Improvement Report
Review All modules;
Familiarise with reflection report writing style.
In continuum of Part A, students are required to compile a personal reflection report. The report should
incorporate the feedback from cohort on Part A presentation, and personal learning journey through this
subject.
Output:
The BPI Reflection report should cover:
Brief description of the case study and comments from Part A;
Review and Analysis on the feedback from the cohort;
Individual learning journey through the subject. Can follow “Before, During, After” or “What, So
What, Now What” format;
Other personal thinking and feeling.
PROJ 6009 Assessment 1 Brief Nov 2019 Page 3 of 7
Learning Rubrics – Assessment 1 Part A: Business Process Improvement Presentation
Assessment
Attributes
Fail
(0-49)
Pass
(50-64)
Credit
(65-74)
Distinction
(75-84)
High Distinction
(85-100)
Presentation
Contents and
Structure
50%
Limited amount of
information obtained
from the case study;
No data used to
support the
commentary;
No analysis,
justification or
evaluation
presented;
No logical connection
of BPM and BPI
knowledge and tools
in the presentation;
Poor presentation
structure or
organisation
Reasonable amount of
information obtained
from the case study;
Some data used to
support the commentary;
Limited analysis and
evaluation presented;
Limited connection of
BPM and BPI knowledge
and tools in the
presentation;
Acceptable organisation
of the contents and
structure.
Good amount of information
obtained from the case
study;
Reasonable data used to
support the commentary;
Good analysis and
evaluation presented;
Good connection of BPM
and BPI knowledge and
tools in the presentation;
Well structured contents,
easy to follow;
Good opening, topics and
opinions stated with a
conclusive ending;
Accurate information obtained from
the case study;
Specific and appropriate data and
evidence used to support the
commentary;
Comprehensive analysis, critique,
justification and evaluation
presented
Strong connection and utilisation of
BPM and BPI knowledge and tools
in the presentation;
Clearly structured contents, using
agenda, heading, easy to follow;
Strong opening, clear topics and
opinions stated with a conclusive
ending;
Extra research conducted and
demonstrated through valid
sources.
Solid and accurate information
obtained from the case study;
Specific and appropriate data and
evidence used to support the
commentary;
Comprehensive and in-depth analysis,
critique and justification presented with
none-bias evaluation;
Strong connection and utilisation of
BPM and BPI knowledge and tools in
the presentation;
Clearly structured contents, using
agenda, heading, sub-headings, easy
to follow;
Strong opening, clear topics and
opinions stated with a conclusive
ending;
Extra research conducted and
demonstrated through valid sources.
PROJ 6009 Assessment 1 Brief Nov 2019 Page 4 of 7
Presentation
delivery and
Q&A
30%
Presentation was
incomplete and no
connection with
audiences;
Contents are
patricianly delivered,
key parts are missed;
Limited language
used, verbal
communication lack
of coherent;
NO visual aids use;
NO answers to
questions.
Presentation was
completed and some
connection with
audiences;
Contents are patricianly
delivered, some missing
parts;
Use simple and
straightforward
language;
Basic visual aids use,
not fully support the
presentation;
Limited answers to
questions, with incorrect
information.
Smooth presentation and
some connection with
audiences;
Contents are delivered in a
logical and sensible manner;
Use understandable and
straightforward language;
Use visual aids to support
delivery;
Partially answered
questions nicely, provide
reasonable explanation
Presenters demonstrated good
confidence and connection with
audiences, including body
languages and eye contact;
Contents are delivered in a logical
cohesive, and sensible manner;
Use engaging, professional and
straightforward language;
Use various types of visual aids to
support delivery, incorporating with
available technologies.
Handled questions nicely, provide
simple and good explanation.
Presenters demonstrated a great deal
of confidence and strong connection
with audiences, including body
languages and eye contact;
Contents are delivered in a logical
cohesive, and sensible manner; Use
engaging, professional and
straightforward language, well
explained on technical terminologies;
Appropriately use various types of
visual aids to support delivery,
incorporating with available
technologies.
Handle questions with confidence,
provide simple and proper answers
with justification
Constructive
feedback to
peers
20%
No useful feedback
provided
Limited support and
encouragement
demonstrated;
Lack of awareness of
and sensitivity to
diversity amongst
peers
Offers some feedback,
not specific or
constructive;
No articulation between
contents and BPI;
random comments
Basic support and
encouragement
demonstrated;
Lack of awareness of
and sensitivity to
diversity amongst peers
Offers some constructive
feedback, specific and
appropriate;
Reasonable articulation
between contents and BPI;
Feedback communicated to
peers with support and
encouraging manner
Demonstrates some
awareness of and sensitivity
to diversity amongst peers
Offers detailed constructive
feedback, specific and appropriate;
Articulated the presentation
contents and BPI, effectively
communicates them to peers;
Provides good assistance, support,
and encouragement to peers;
Demonstrates a good level of
awareness of and sensitivity to
diversity amongst peers.
Actively offers detailed constructive
feedback, specific and appropriate;
Expertly articulated the presentation
contents and BPI, effectively
communicates them to peers.
Provides excellent assistance, support,
and encouragement to peers.
Consistently demonstrates a high level
of awareness of and sensitivity to
diversity amongst peers.
PROJ 6009 Assessment 1 Brief Nov 2019 Page 5 of 7
Learning Rubrics – Assessment 1 Part B: Business Process Improvement Reflection Report
Assessment
Attributes
Fail
(0-49)
Pass
(50-64)
Credit
(65-74)
Distinction
(75-84)
High Distinction
(85-100)
Description of case
study and key
elements of
commentary.
20%
NO description of
the case study;
Limited information
provided from the
commentary on BPI
practice;
NO evidence
presented.
Brief description of the
case study, covered
some key elements;
Some information
provided from the
commentary on BPI
practice;
Limited evidence
presented.
Good description of the case
study, covered some key
elements;
Highlight the outcomes of
BPI on organisation;
Reasonable amount of
information provided from the
commentary on BPI practice;
Limited theoretical and/or
practical evidence presented
Well crafted description of the case
study, covered all elements in brief
and professional language.
Highlight the outcomes and the
impacts of BPI on organisation;
Logical and key information provided
from the commentary on BPI practice;
Some theoretical and/or practical
evidence presented as justification to
support the evaluation;
Excellent and concise description of
the case study, covered all elements
in brief and professional language.
Discuss the outcomes and the
impacts of BPI on organisation from
both positive and negative aspects;
Logical and core information provided
from the commentary on BPI practice;
Relevant theoretical and/or practical
evidence presented as justification to
support the evaluation;
Review and
Analysis on the
feedback from the
cohort
20%
Mentioned
constructive
feedback from the
cohort,
NO review or
analysis
NO discussion on
how the feedback
will benefit future
performance.
Highlighted constructive
feedback from the
cohort,
Review the contents
roughly;
Mentioned feedback
into reflection report,
limited discussion on
how the feedback will
benefit future
performance.
List a few constructive
feedback from the cohort,
Review the contents,
categorised them according
to BPI commentary and
presentation;
Mentioned feedback into
reflection report, some
discussion on how the
feedback will benefit future
performance.
List some constructive feedback from
the cohort, including critiques
Review and analysis the contents,
categorised them according to BPI
commentary and presentation;
Incorporated feedback into reflection
report, discussion on how the
feedback will benefit future
performance.
List all constructive feedback from the
cohort, including critiques
Review and thorough analysis the
contents, clearly categorised them
according to BPI commentary and
presentation;
Incorporated feedback into reflection
report, detailed discussion on how the
feedback will benefit future
performance.
PROJ 6009 Assessment 1 Brief Nov 2019 Page 6 of 7
Personal learning
Reflection: Key
knowledge and
skills learned from
this subject.
Lesson learnt and
benefits for future
study and career.
50%
Limited
understanding of
Integrated project
management, plan,
processes, life cycle
and/or enterprise
environment
factors.
No personal
reflection
Knowledge or
understanding of
Integrated project
management, plan,
processes, life cycle
and/or enterprise
environment factors.
Often conflates
/confuses assertion of
personal opinion with
information
substantiated by
evidence from the
research/course
materials.
Some attempt at selfcriticism, but fails to
demonstrate awareness
of personal biases,
stereotypes or
preconceptions.
No attempt at asking
probing questions about
self.
Thorough knowledge or
understanding of Integrated
project management, plan,
processes, life cycle and/or
enterprise environment
factors.
Supports personal opinion
and information
substantiated by evidence
from the research/course
materials.
Realise and reflect to
personal study and career
benefits from the learning.
Some attempt at selfcriticism, but fails to
demonstrate awareness of
personal biases, stereotypes
or preconceptions.
Asks some probing
questions about self, but do
not attempt to answer these.
Highly developed understanding of
Integrated project management, plan,
processes, life cycle and/or enterprise
environment factors.
Discriminates between assertion of
personal opinion and information
substantiated by robust evidence
from the research/course materials
and extended reading.
Well demonstrated capacity to explain
and apply tools or techniques for
future study and career
Demonstrates the ability to question
own biases, stereotypes,
preconceptions but new modes of
thinking is not evident.
Risks asking probing questions about
self but only attempts to answer these
sometimes.
A sophisticated understanding of
Integrated project management, plan,
processes, life cycle and/or enterprise
environment factors.
Systematically and critically
discriminates between assertion of
personal opinion and information
substantiated by robust evidence
from the research/course materials
and extended reading.
Expertly articulates, justifies and
apply tools or techniques for future
study and career. Well structured
report follow reflection frameworks
Demonstrates the ability to question
own biases, stereotypes,
preconceptions and define new
modes of thinking as a result.
Risks asking probing questions about
self and attempts to answer these.
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
Is written according to
academic genre (e.g.
with introduction,
conclusion or summary)
and has accurate
spelling, grammar,
sentence and
paragraph construction.
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
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
Expertly written and adheres to the
academic genre.
Demonstrates expert use of highquality, credible and relevant
research sources to support and
develop arguments and position
statements. Shows extensive
PROJ 6009 Assessment 1 Brief Nov 2019 Page 7 of 7
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.
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.
support and develop ideas.
Well justified the linkage and
connection between
references and assessment
contents.
There are no mistakes in
using the APA style.
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.
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.
