IS for performance improvement

 

Please read the assignment requirement and listen to the recording about the assignment , and also read all the lecture notes
Attentionally,you must use Length:​The report should not exceed 2500 words. This does not include the narrative, process map, ERD or any bibliography.

BUSINESS SCHOOL

Discipline of Business Information Systems

INFS2001
IS for Performance Improvement

Contribution to learning objectives:

• Develop your ability to analyse and model business processes, assess the performance and control of those processes and make recommendations for improvement
• Develop your understanding of how accounting and organisational information is generated, stored and reported

Scope: The assignment relates to the identification and design of a key process for a start-up online clothes retailer being established in Sydney.

You are to complete the tasks outlined below and prepare the associated written report.

Submit electronically via Turnitin. Your file needs to be in word format

Length: The report should not exceed 2500 words. This does not include the narrative, process map, ERD or any bibliography.

Assessment: 25% of the overall unit grade.
Tasks

• Explain the significance of the planned process you have chosen to the business performance of the retailer and the benefits of your chosen process design
• Map the process (BPMN). Provide a detailed narrative.
• Construct an ERD (with attributes) and explain in detail how the specific data you have identified will be collected and used to enhance the performance of the business

In order to be produce a good answer you will need to do secondary research

MARK ALLOCATION:

REPORT (15 marks)

1. Significance of the process you have chosen to the business performance of your planned retailer – this will require you to detail how the business will operate and its source of competitive advantage. You should also consider what management control would be appropriate (6 marks)
2. Explanation of benefits of your chosen process design (3 marks)
3. Explanation of how the ERD data will be collected and used to enhance the performance of the process and the business more generally (6 marks)
The following should be attached to your report as appendices:

APPENDICES (10 marks)

1. Entity-relationship diagram to model the way that data collected would be stored. In your E-R diagram include entities, relationships and attributes. (5 marks)
2. Narrative (state assumptions where necessary)
3. Process map (BPMN) (5 marks)

ASSESSMENT CRITERIA
Students will be assessed on their ability to:
• Analyse their chosen scenario to identify a key business process and elements therein
• Design a model that captures the relationships between those elements
• Develop appropriate management controls for that process
• Critically analyse how the process could be improved through the collection and use of data
• Provide a well structured and written report
Grade descriptors

The Discipline of Business Information Systems has developed a set of generic grade descriptors. Grade descriptors provide a general guide to the standard/quality of work expected at each grade level from Fail to High Distinction. The objective is to provide a basis for improving consistency of grading within and between BIS units of study. The grade descriptors are used when planning assessment tasks and when marking or reviewing marks. Each grade contains several criteria and not every criteria is applicable in all assignments. In addition, the assignment may have specific instructions or expectations consistent with the Unit of Study on content, format, etc.

Grade Descriptor High Distinction Distinction Credit Pass Fail*
General description Outstanding or exceptional work in terms of originality, understanding, interpretation and presentation of ideas and arguments.
Candidate has consistently demonstrated very high levels of ability to synthesise concepts, principles and ideas presented within this Unit of Study and beyond. Very high standard of work demonstrating understanding, interpretation and presentation of ideas and arguments.
Candidate has demonstrated the capability to synthesise concepts, principles and ideas presented within this Unit of Study and beyond. High standard of work demonstrating understanding, interpretation and presentation of ideas and arguments.
Candidate has clearly demonstrated ability to synthesise concepts, principles and ideas presented within this Unit of Study. Satisfies the minimum requirements.
Candidate has clearly demonstrated ability to synthesise concepts, principles and ideas presented within this Unit of Study. Fails to satisfy minimum requirements.
Candidate has demonstrated little evidence of capability to synthesise concepts, principles and ideas presented within this Unit of Study.
Content & Knowledge of topic
(Includes: breadth/depth of knowledge, use of literature/evidence of research) Assignment work demonstrates appropriate selection and integration of theory.
Able to consider and expand on topics and issues in the broader disciplinary context.
Demonstrates breadth and depth of understanding and has insights and awareness of deeper more subtle aspects of the topic content.
Evidence of having researched/read more widely beyond the core materials. Assignment demonstrates good selection and integration of theory.
Able to consider topics and issues in the broader disciplinary context.
Demonstrates breadth and depth of understanding and has insights and awareness of many of the deeper more subtle aspects of the topic content.
Evidence of having read beyond the core materials. Sound knowledge of principles and concepts. Relevant key theories, ideas are included in the work in an appropriate manner.
Demonstrates thorough understanding of material presented in core texts and readings. Knowledge of principles and concepts sufficient to communicate intelligently about the topic.
Demonstrates evidence of having read material presented in core texts and readings. However literature is presented uncritically in a purely descriptive manner.
Content acknowledged but not really taken into account. Knowledge of principles and concepts insufficient to communicate intelligently about the topic.
Demonstrates very little evidence of having read material presented in core texts and readings. Inaccurate or inconsistent acknowledgment of sources.
If evident, key ideas are presented uncritically in a purely descriptive manner.
Limited knowledge of key principles and concepts presented in the Unit of Study.

Articulation of arguments & analytical/evaluation skills/application of concepts
Provides strong, clearly articulated arguments with supporting evidence from literature and/or real world examples. Evidence of originality and independent thought.
Has highly developed analytical skills and consistently demonstrates high levels of critical analysis.
Demonstrates ability to reflect on conclusions and their implications.
Independently takes and critiques multiple perspectives and synthesises these to draw conclusions/form opinions. Evidence of independent thought.
Has good analytical skills and is capable of good levels of critical analysis.
Able to justify conclusions and their implications.
Able to synthesise and draw conclusions from multiple perspectives. Well-reasoned arguments based on broad evidence.
Demonstrates some evidence of analytical and evaluative skills.
Able to apply fundamental concepts and to draw and justify conclusions. Arguments based on limited evidence.
Demonstrates some evidence of analytical and evaluative skills but development of arguments is limited.
Able to apply fundamental concepts and to draw and justify conclusions. Little demonstrated evidence of ability to construct clear and coherent arguments.
Little (or no) evidence of analytical and evaluative skills.
Fails to draw on fundamental concepts and to justify conclusions.
Problem solving Demonstrates high levels of capability to solve complex problems and address challenging tasks.
Evidence of innovative methods for solving problems and presenting solutions. Ability to solve complex problems and address challenging tasks.
Demonstrates ability to develop innovative methods for solving problems and presenting solutions. Adequate skills for solving basic problems and addressing key assessment tasks.
Demonstrates ability to develop innovative methods for solving problems and presenting solutions. Basic skills for solving basic problems and addressing key assessment tasks.
Demonstrates limited ability to develop innovative methods for solving problems and presenting solutions. Very little evidence of basic skills for problem solving and addressing key assessment tasks.
Clarity of expression & presentation of ideas Highly developed skills in expression and presentation of ideas.
Fluent writing style appropriate to assessment task/document type.
Grammar and spelling accurate. Well-developed skills in expression and presentation of ideas.
Fluent writing style appropriate to assessment task/document type.
Grammar and spelling accurate. Good skills in expression and clear presentation of ideas.
Mostly fluent writing style appropriate to assessment task/document type.
Grammar and spelling accurate. Some skills in expression and presentation of ideas.
Meaning apparent but writing style not always fluent or well organised.
Grammar and spelling contain errors. Rudimentary skills in expression and presentation of ideas.
Not all material is relevant and/or is presented in a disorganised manner.
Meaning apparent but writing style not fluent or well-organised,
Grammar and spelling contain errors.

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