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Evidence Guide: ICAP5155B - Plan process re-engineering strategies for business

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

ICAP5155B - Plan process re-engineering strategies for business

What evidence can you provide to prove your understanding of each of the following citeria?

Select the process to be reengineered

  1. Identify major processes that require re-engineering
  2. Identify boundaries, stakeholders and strategic importance of each process
  3. Prioritise each process according to its level of performance
  4. Select a process to re-engineer and document decision making process
Identify major processes that require re-engineering

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify boundaries, stakeholders and strategic importance of each process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise each process according to its level of performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select a process to re-engineer and document decision making process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the strategic context

  1. Determine the purpose of the selected process, and where it fits into the business strategy
  2. Evaluate the scope of the process, including stakeholder and strategic impact
  3. Identify potential risks
  4. Define the broad objectives of the new process
  5. Model the new process, taking into account client expectations, cooperation across boundaries and process flow
  6. Analyse changes to organisational structures, technicalrequirements, training needs, cultural and political impact and communication channels
  7. Document new process and impact of changes
Determine the purpose of the selected process, and where it fits into the business strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the scope of the process, including stakeholder and strategic impact

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential risks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the broad objectives of the new process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model the new process, taking into account client expectations, cooperation across boundaries and process flow

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse changes to organisational structures, technicalrequirements, training needs, cultural and political impact and communication channels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document new process and impact of changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design the new process

  1. Develop key performance indicators and implementation responsibilities for the new process
  2. Communicate information to appropriate person
  3. Prepare a process re-engineering plan to document all stages
  4. Submit process re-engineering plan to appropriate person for sign-off
Develop key performance indicators and implementation responsibilities for the new process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate information to appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare a process re-engineering plan to document all stages

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Submit process re-engineering plan to appropriate person for sign-off

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

Assessment must confirm that learners identify a process to be re-engineered and plan the re-engineering of that process in a manner that supports the strategic, organisational and change context of the process to be re-engineered.

To demonstrate competency in this unit the learner will require access to:

An organisational structure and culture

An organisational strategy

A stakeholder analysis

E-business models

Personnel computer

Analysis software

Modelling software

Context of and specific resources for assessment

The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic.

Assessment must ensure:

self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.

Method of assessment

The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.

Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.

Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

An individual demonstrating this competency would be able to:

Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

Analyse and plan approaches to technical problems or management requirements

Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations

Identify risks

Evaluate information, using it to forecast for planning or research purposes

Take responsibility for own outputs in relation to broad quantity and quality parameters

Take some responsibility for the achievement of group outcomes

Maintain knowledge of industry products and services

Required Skills and Knowledge

Required skills

Writing plans

Benchmarking

Stakeholder communication and negotiation

Change management

Training needs analysis

Required knowledge

Organisational strategy

Organisational development and structure

Stakeholder liaison and negotiation

Industry standards

E-commerce standards

Copyright and intellectual property

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Stakeholders may include:

sponsors

users

development team

project team

Client may include but is not limited to:

internal departments

external organisations

clubs

individual people

internal employees

Appropriate person may include:

supervisor

teacher

authorised business representative

client

Technical requirements may be in reference to:

business

system

platform

database

network

people in the organisation

Performance may include:

financial or profitability measurements and selection decisions based on worst performance or strategic importance of the process