General Information
This subject is an introduction to the concept and importance of business/process reengineering and Business Process Management Systems (BPMS). It also specifically examines popular business process modelling systems such as Business Process Modelling Notation (BPMN) and their usage in developing and redesigning existing processes. Related topics such as process improvement, analytics, flowcharting, queuing, simulation and actual case studies are explored in the context of project change.
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Details
Academic unit: Faculty of Society & Design Subject code: SSUD12-120 Subject title: Process Reengineering Subject level: Undergraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Weekly Seminar
- Personal Study Hours: x12 (Total hours: 84) - No Description
Attendance and learning activities: Attendance each week is necessary to get the best from this subject. It may be difficult to recover if you miss a week. Attendance at each class may be monitored and non-attendance may impact the final mark in this subject. -
Resources
Prescribed resources: Books
- Laguna, M. and Marklund, J (2013). Business process modeling, simulation and design. (Second Edition), Taylor and Francis
- Jay Heizer,Barry Render,Chuck Munson (2016). Operations Management. n/a, Pearson
Others
- Lynda.com Simplifying business processes.
- Lynda.com Business analysis foundations: business process modelling.
- Lynda.com Business process improvement.
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | SSUD12-120 |
| Subject title: | Process Reengineering |
| Subject level: | Undergraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance each week is necessary to get the best from this subject. It may be difficult to recover if you miss a week. Attendance at each class may be monitored and non-attendance may impact the final mark in this subject. |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Build competence in the implementation of process improvement
- Model existing systems and processes
- Reengineer existing processes to improve performance
- Communicate and defend proposed improvement ideas
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Essay Book report: reflecting the book's content on the challenges companies face explained in class. Individual. 30.00% Week 10 1,2,3,4 Oral Pitch During the last session, each student will explain one of the topics to the lecturer by using their notes only. The topic is picked randomly, and students should respond to three areas. 1. Summarizing the content of one particular session 2. Answering some more detailed questions about the topic 3. Relating the learning to a real-life example 30.00% Week 12 1,2,3,4 Portfolio§ 10 weekly tutorial exercises to be started in class, finished at home, in groups, with weekly presentations. 40.00% Weekly 1,2,3,4 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Essay | Book report: reflecting the book's content on the challenges companies face explained in class. Individual. | 30.00% | Week 10 | 1,2,3,4 |
| Oral Pitch | During the last session, each student will explain one of the topics to the lecturer by using their notes only. The topic is picked randomly, and students should respond to three areas. 1. Summarizing the content of one particular session 2. Answering some more detailed questions about the topic 3. Relating the learning to a real-life example | 30.00% | Week 12 | 1,2,3,4 |
| Portfolio§ | 10 weekly tutorial exercises to be started in class, finished at home, in groups, with weekly presentations. | 40.00% | Weekly | 1,2,3,4 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject is a core unit in the Bachelor of Project Management. It primarily addresses Program Learning Outcome #8: investigate the benefits of business process management systems, flowcharting, performance analytics and process reengineering.
Subject curriculum
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Introduction, operations and productivity
During the first session we will be focusing on the introduction to the subject the expectations of the students and the expectations of the lecturer. We will be looking into the different assignments, go though the rubric and introduce the different aspect we will be focussing on during the coming twelve weeks..
SLOs included
- Build competence in the implementation of process improvement
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Product development
Session two focuses on the processes in product development and how to improve those processes.
SLOs included
- Build competence in the implementation of process improvement
- Model existing systems and processes
- Reengineer existing processes to improve performance
- Communicate and defend proposed improvement ideas
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Quality
In session three students understand the concept of quality, learn how to apply tools, e.g. six sigma, the house of quality or APQP. They lean how to measure quality in companies and how to improve processes to improve the level of quality.
SLOs included
- Build competence in the implementation of process improvement
- Reengineer existing processes to improve performance
- Communicate and defend proposed improvement ideas
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Process strategy
By looking into the strategic decisions behind the design of processes the students develop an understanding for reasons and consequences of process redesign.
SLOs included
- Build competence in the implementation of process improvement
- Model existing systems and processes
- Reengineer existing processes to improve performance
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Supply chain management
Optimising the interfaces with costumers on the one side and suppliers on the other, is only possible if the students understand the concept of supply chain management. Using various examples the students lean in this session how supply chain networks are managed and how processes can be reengineered to optimize logistic processes.
SLOs included
- Build competence in the implementation of process improvement
- Model existing systems and processes
- Reengineer existing processes to improve performance
- Communicate and defend proposed improvement ideas
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Layout strategy
This session focusses on the layout of companies and how the layout influences the processes in operations.
SLOs included
- Build competence in the implementation of process improvement
- Communicate and defend proposed improvement ideas
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Inventory management and logistics
Also in the field of logistics in this session students learn about the concept of inventory, the related cost and the positive and negative aspects of keeping stock. Using a larger case, which the students work on in class they come to the understanding how inventory influences the processes in operations and how the right amount of stock can influence the processes in production.
SLOs included
- Build competence in the implementation of process improvement
- Model existing systems and processes
- Reengineer existing processes to improve performance
- Communicate and defend proposed improvement ideas
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HR
This session talks about how the aspect of the employees influences the performance of the processes and how to secure the commitment of the employees to the processes.
SLOs included
- Build competence in the implementation of process improvement
- Model existing systems and processes
- Communicate and defend proposed improvement ideas
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Lean
In week nine the students learn about the Toyota production system as an example of Lean Development and Lean Manufacturing. They also understand the concept of Just in Time and Muda and apply their knowledge in an exercise where they introduce the lean philosophy to a company.
SLOs included
- Build competence in the implementation of process improvement
- Model existing systems and processes
- Reengineer existing processes to improve performance
- Communicate and defend proposed improvement ideas
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Location strategy
Going abroad or staying home with your production, development or administration is not just a cost issue. Many aspects have to be considered. In week ten we focus on the impact of different regions on the processes within operations,.
SLOs included
- Build competence in the implementation of process improvement
- Reengineer existing processes to improve performance
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Process Strategy
In week 11, students learn about four process strategies, selection of equipment, process analysis and design and process redesign.
SLOs included
- Reengineer existing processes to improve performance
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Subject reflection, wrap-up
During the last session each students explains one of the topics to the lecturer by using their notes only. The topic is picked randomly, and students have to respond to three areas. 1. Summarizing the content of one particular session 2. Answering some more detailed questions to the topic 3. Relating the learning to a real-life example.
SLOs included
- Build competence in the implementation of process improvement
- Model existing systems and processes
- Reengineer existing processes to improve performance
- Communicate and defend proposed improvement ideas