BSBMGT802 LEAD DESIGN AND REVIEW OF ENTERPRISE SYSTEMS
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
ASSESSMENT INFORMATION for students
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply to the workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
HOW YOU WILL BE ASSESSED
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:
Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
Ensure that their own qualifications are current.
When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
When required, ensure supervisors and students sign off on third party assessment forms or third-party report.
Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.
How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:
Type of Answer Answer Guidelines Short Answer 4 typed lines = 50 words Long Answer 8 typed lines = 100 words Brief Report 500 words = 1-page typed report Mid Report 2,000 words = 3-page typed report Long Report 4,000 words = 6-page typed report How should I reference the sources of information I use in my assessments?
Referencing is a vital part of academic writing to avoid plagiarism and maintain academic integrity in your assignments and research.
Which referencing style should I use?
- Check your Assessment Guide or ask your Educator what style you should use
- Our schools at Mentor Education use Harvard as a standard style but it is still possible your Educator may require a different style. If you are required to use a different style it will be identified in your assessment task instructions
- There is no standard style used across Mentor Education
The list below includes examples of reference lists.
Guides Full name About the style AGLC (4th edition) Australian Guide to Legal Citation The standard Australian guide for referencing in law. There is also a guide for the AGLC 3rd edition. AMJ Academy of Management Journal style Based on the style guide for the Academy of Management Journal. APA (7th edition) APA (6th edition)
American Psychological Association The standard style used in psychology, but it is also widely used in other disciplines, especially in the social sciences. Chicago (17th edition) Chicago Manual of Style The Chicago Manual’s footnote referencing system is widely used in the arts and humanities. There is also a guide for the Chicago 16th edition. Harvard “Harvard style” is not an official referencing style. The Harvard Style is based on the Style manual for authors, editors and printers 6th ed. IEEE Institute of Electrical and Electronics Engineers Widely used in the fields of electrical engineering and computer science. MLA (8th edition) Modern Language Association of America Widely used in the fields of modern literature and linguistics. assessment guide
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task. The following is a list of general assessment methods that can be used in assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of competency.
Assessment Method Satisfactory Result Non-Satisfactory Result You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types. Questions All questions answered correctly Incorrect answers for one or more questions Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources. Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions Attachments if requested are attached Requested supplementary items are not attached All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas. Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly. Does not refer to or utilise appropriate or correct sources of information
Observation/
DemonstrationAll elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly. Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources. Practical Activity All tasks in the practical activity must be competed and evidence of completion must be provided to your trainer/assessor. All tasks have been completed accurately and evidence provided for each stated task.
Tasks have not been completed effectively and evidence of completion has not been provided. Attachments if requested are attached Requested supplementary items are not attached
Assessment cover sheet
Result and Feedback Feedback to Student:
Overall Outcome oCompetent oNot Competent Assessor Signature: Date: 1. short Answer questions
Define “Business Requirements” and “Functional Requirements”.
- What are strengths and weaknesses with regard to conducting a SWOT Analysis?
- What are the benefits of implementing Enterprise Systems?
- Describe two ways you could measure the success of an ERP Implementation.
Define the terms mission, aims and objectives.
How do technology trends affect business?
7. What Is ERP?
Submit your completed Short Answer Questions with this Assessment Guide.
1. short Answer Questions Checklist
Short Answer Questions Checklist Unit Code and Name: BSBMGT802 Lead design and review of enterprise systems Student name: Assessor name: Satisfactory response Yes No 1 Define “Business Requirements” and “Functional Requirements”. £ £ 2 What are strengths and weaknesses with regard to conducting a SWOT Analysis? £ £ 3 What are the benefits of implementing Enterprise Systems? £ £ 4 Describe two ways you could measure the success of an ERP Implementation. £ £ 5 Define the terms mission, aims and objectives. £ £ 6 How do technology trends affect business? £ £ 7 What Is ERP? £ £ Feedback to Student:
Result o Satisfactory o Not Satisfactory Assessor Signature: Date: 2. Case Study – Business Operating System
Introduction
A Business Operating System (BOS) is your company’s unique way of doing things–how it operates, goes to market, produces and deals with its customers. An effective BOS transcends the people who are doing and managing the work and is more valuable as a result. A business that effectively operates without you is always more effective.
This assessment task requires the development and documentation of a Business Operating System. It is important to create each BOS component to be scalable, up or down, for future growth or contraction. The components are interrelated as with any living system. Therefore, successful business requirements meet all business needs with components and understand how they relate to each other.
Instructions
To complete this assessment task, you will need to access an existing business or a simulated business that provides a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:
- business equipment and resources
- enterprise mission, direction and objectives
- workplace policies and procedures
- case studies and, where possible, real situations
- interaction with others.
If you do not have access to an organisation a simulated business has been provided for you with this assessment guide.
Download and familiarise yourself with the BSB/ICT Simulated Business.
The enterprise systems making up the BOS will be dependent on the business and is mission, organisation and direction. To prepare for this assessment task follow the steps 1 – 5 in the five components of a BOS.
A description of the five components follows in priority order for effectively creating your BOS.
- Processes
- Systems
- Roles
- Skills
- Structure.
- Processes
Underdeveloped work processes are the most common risk factor for growing companies and are the first thing that will crater a company in tough economic conditions. In addition to traditional work processes, we include other processes like communication, decision-making and conflict resolution. It is easy to say, “We need a new system”. However, effective leaders have the discipline to resist the illusion that a new system will solve their problems.
- Identify your manual processes before changing technical systems.
Companies who jump into a new system typically automate their own inefficiencies. This is why ‘Processes’ should be the first BOS component you create.
Effective processes are:
- Clear
- Replicable
- Documented
- Supported by tools
- Easily accessible.
- Systems
This component addresses hard and soft systems including: technology, financial, marketing, operations and people. A hard people system is your payroll and human resources information system, whereas soft people systems include performance management, selection, compensation and development systems. Well-designed and applied systems create predictable customer and employee experiences and also enhance your operational efficiency.
Looking at the 80/20 Rule, the 20% of the most effective employees (who produce 80% of the results) inevitably use some kind of a system to enhance their effectiveness. A client recently had to let go of 70% of its sales force and found that the remaining 30% actually accounted for 90% of the company’s revenue. Sure enough, the remaining salespeople were performance managed against a set of key performance indicators that included activity and results for prospecting, qualifying, proposing, presenting and closing business.
- Review the capacity of the Customer Relationships Management (CRM) System and note what could be done to improve the system.
- Roles
Defining clear roles is a big challenge that requires significant personal discipline.
- Write a job description (even if a brief one) for all roles within your desired BOS.
Remember to focus on the role itself, not the person. At the early stages of your BOS, one person may play multiple roles. By creating the roles first, you acknowledge this. As your company changes, predefined roles will enable you to make more effective decisions about which roles an employee should continue or discontinue doing and who you should add/delete from the payroll to effectively implement this change. Resist jumping to the structure component when defining roles–again this requires personal discipline. This step is about defining the required roles to accomplish your company’s mission, not how those roles relate to each other.
- Skills
Now that you have clear roles that your business requires, you can more precisely match the necessary skills to each role. Effective processes and systems will ensure the highest and best use of your talent. Your systems and processes should be created for the lowest common denominator, so they are not people-dependent. This will free up your employees’ minds and time so they can focus on more creative, proactive ways to improve your business. It is common to see talented employees who are underemployed because they are using excess time trying to figure out how to get their work done.
When you fill your roles, it is important to match the role requirements with the employee’s skills and natural style. Ensuring a skills match has obvious benefits. Matching the role with the employee’s natural style is subtler but is often even more critical. This can be achieved via a simple style assessment and helps the employee be successful. We all can remember a time when we were in a role for which we were not ideally suited, resulting in greater stress and lower productivity than we (and the company) would prefer.
- Create a table matching roles to system processes skill requirements.
- Structure
The key to an effective organizational structure is to design it before you need it–then grow into it. It takes great discipline for leaders to design the other four BOS components before they design their organizational structure. In fact, tinkering with structure is one of the great executive past-times. Unfortunately, this tinkering typically ignores the other, more substantial components.
Structure dictates process. If you create a structure first, your business process will be constrained by your structure and may not reflect the needs of your business and customers.
Defining your processes and systems first, results in an organisational structure that supports the way you do business rather than constraining it.
- Create an organisational chart showing departments and roles within each department.
Throughout the development of the system, you should consider how to:
- develop, implement, monitor and review enterprise systems currently implemented within the organisation
- analyse performance of existing enterprise systems against performance goals and objectives obtained through an analysis of the organisation’s mission, direction and objectives
- identify specifications for the required systems (as updated or as new where required)
- prepare a detailed business case for the introduction of new or revised enterprise system
- develop and negotiate an implementation plan for a new or revised enterprise system
- apply change management processes for new or revised systems introduction
- consult with stakeholders
- implement continuous improvement of an enterprise system.
Task 1. You are to present a Case Study for your chosen organisation, or the simulated business provided to you that includes the following parts:
- Organisational profile including the organisation’s mission, direction and objectives, systems overview, and current and future market trends and business environment effecting the organisation. Include your organisational chart in this section.
- Review of organisations existing enterprise systems. Include and overall review and your review of the CRM.
- Evaluation of enterprise system alternatives. Suggest at least 2 alternatives.
- Business case for new or revised system. Include your table matching roles to system processes skill requirements in your business case.
- System implementation plan
- How you will consult with stakeholders and report stakeholder feedback
- How you will deploy system testing and report results
- Requirements for analysis of performance data against system goals and performance criteria for implemented systems
- Continuous improvement plan and your recommendations for future consideration
Present your Case Study in clearly defined parts that are supported where appropriate with diagrams.
You must reference all sources of information using APA 6.th edition.
Word Limit: 3000 words +/- 250.
Submit your completed Case Study with this Assessment Guide.
Case Study Checklist
Case Study Checklist Unit Code and Name: BSBMGT802 – Lead design and review of enterprise systems Student name: Assessor name: Did the Student provide evidence of their ability to undertake the following tasks: Has the student satisfactorily completed the written activity? Yes No Task 1. Presented a Case Study for their chosen organisation, or the simulated business provided to you that includes the following parts: Organisational profile including the organisation’s mission, direction and objectives, systems overview, and current and future market trends and business environment effecting the organisation. Include your organisational chart in this section. £ £ Review of organisations existing enterprise systems. Include and overall review and your review of the CRM. £ £ Evaluation of enterprise system alternatives. Suggested at least 2 alternatives. £ £ Business case for new or revised system. Include your table matching roles to system processes skill requirements in your business case. £ £ System implementation plan £ £ How you will consult with stakeholders and report stakeholder feedback £ £ How you will deploy system testing and report results £ £ Requirements for analysis of performance data against system goals and performance criteria for implemented systems £ £ Continuous improvement plan and your recommendations for future consideration £ £ Presented the Case Study in clearly defined parts that are supported where appropriate with diagrams. £ £ Referenced all sources of information using APA 6.th edition. £ £ No exceeded the word limit: 3000 words +/- 250. £ £ Has the Case Study: Analysed organisation’s mission, direction, and objectives £ £ Determined impact of current and future market trends and business environment on organisation’s goals and operations £ £ Specified system requirements to meet identifiable goals £ £ Assessed capacity of existing system to meet enterprise goals £ £ Analysed existing systems to identify system strengths, weaknesses, and problem areas £ £ Researched new, reconfigured, or redesigned systems and components £ £ Evaluated new, reconfigured, or redesigned systems and components for suitability for enterprise product, feasibility and cost, and reported outcomes to stakeholders £ £ Built a business case £ £ Negotiated organisational commitment to a new, reconfigured, or redesigned system £ £ Planned resource requirements and integrated into enterprise planning £ £ Developed and negotiated an implementation plan for a new or revised enterprise system £ £ Developed specifications for a new, reconfigured, or redesigned system £ £ Enabled the introduction of a new, reconfigured, or redesigned system £ £ Negotiated, planned, and communicated an implementation strategy, including work redesign with stakeholders £ £ Identified impact on personnel and prepared change strategies £ £ Developed, resourced, and identified where training should occur £ £ Ensured procedures were developed, tested, and refined £ £ Established performance criteria for the new, reconfigured, or redesigned system £ £ Collected, analysed and reported performance data against system goals and performance criteria £ £ Utilised comparative analysis techniques £ £ Identified typical challenges to implementing new or changed enterprise systems and change management strategies £ £ Reported and consulted on progress and performance with stakeholders £ £ Consultation with stakeholders on strategies for continuous improvement to enterprise system is able to occur £ £ Feedback to Student:
Result o Satisfactory o Not Satisfactory Assessor Signature: Date:
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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