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Business Modeling 2016/2017

  • 4 ECTS
  • Taught in Portuguese
  • Continuous Assessment

Objectives

To know how to explain the main models and techniques in the context of BPM (Business Process Management)
To understand the role of modelling approaches and techniques in continuous improvement of organizations and information systems projects
To know the main modelling tools
To know how to use the main modelling techniques of business processes
To know how to argue the selection of modelling techniques for business processes.
These objectives contribute directly to the accomplishment of the objectives of the course in general, but particularly to the management of IS Projects and process re-engineering.

Recommended Prerequisites

UC code in Moodle: DEGI-205-1448

Teaching Metodology

Introduction and synthesis of the contents of syllabus, based on the exposition and interrogative methods in an interactive context.
Realization and discussion of practical exercises about modelling notation and techniques
Learning by doing exercises and using problem solving methods, in a collaborative context based on work groups and plenary discussion among all the groups.
Learning based on the discussion in workgroups and plenary discussion of research work and comparison of modelling techniques and approaches.
Presentation of the results of each group by the students.

Body of Work

1. Business Process Modelling
2. Purpose of Process Modelling
3. Commonly used process modelling notations
4. Specialized approaches in process modelling
5. Process model levels
6. Modelling approaches
7. Capturing process information and modelling participants
8. Frameworks and reference models
9. Modelling techniques and tools
10. Process validation and simulation

Recommended Bibliography

BPM CBOK v3 Association of Business Process Management Professionals, 2013, ISBN-13: 978-1490516592, ISBN-10: 149051659X
Business Process Model and Notation (BPMN), OMG Document Number: formal/2011-01-03 Standard document URL: http://www.omg.org/spec/BPMN/2.0

Complementary Bibliography

Fischer, Layna. BPM Excellence In Practice 2008: Using Bpm For Competitive Advantage, 2008.
Zachman, John. The Zachman Framework for Enterprise Architecture : A Primer on Enterprise Engineering and Manufacturing, 2002.
The Open Group. TOGAF Version 9, Van Haren Publishing, 2009.

Weekly Planning

week 1
1. Business Process Modelling
2. Purpose of Process Modelling
3. Commonly used process modelling notations

weeks 2, 3, 4, 5, 6, 7, 8
3.Commonly used process modelling notations (cont.)

week 9, 10, 11
4. Specialized approaches in process modelling

week 12
5. Process model levels
6. Modelling approaches

week 13
6. Modelling approaches (cont.)

week 14
7. Capturing process information and modelling participants
8. Frameworks and reference models

week 15
9. Modelling techniques and tools
10. Process validation and simulation

Demonstration of the syllabus coherence with the curricular unit's objectives

The contents of the syllabus were defined according to the program of chapter 2 of BPM CBOK v3 from ABPMP, dedicated to business process modelling.
The learning objectives “To know how to explain…”, “To understand …” and “To know …” will be acquired based on the knowledge of all modules indicated in the syllabus, that enable an enlarged view about the several subjects and simultaneously more detailed information about more relevant techniques and approaches.
The learning objective “To know how to use …” will be supported by modules 3 and 4 where exercises about modelling notations and techniques will be done.
The learning objective “to know how to argue …” will have the contribution of research that the students will have to do in modules 6, 8 and 9 and the discussion of the exercises they will also have to do in modules 3 and 4.

Demonstration of the teaching methodologies coherence with the curricular unit's objectives

1. The learning objectives “To know how to explain…”, “To understand …” and “To know …” will be acquired based on the knowledge of all modules indicated in the syllabus, that enable an enlarged view about the several subjects and simultaneously more detailed information about more relevant techniques and approaches.

The teaching methodology will be supported, in the beginning of each subject, in the introduction and synthesis of the contents of syllabus, based on the exposition and interrogative methods, in an interactive context. The discussion of practical exercises about modelling notation and techniques will enable a more effective learning of the concepts.

2. The learning objective “To know how to use …” will be supported by modules 3 and 4 where exercises about modelling notations and techniques will be done.

The teaching methodology will be supported in the learning based on the realization of exercises and problem solving methods, in a collaborative context, based on work groups and plenary discussion among all the groups.

3. The learning objective “to know how to argue …” will have the contribution of research that the students will have to do in modules 6, 8 and 9 and the discussion of the exercises they will also have to do in modules 3 and 4.

The teaching methodology will be supported in the learning based on the realization of exercises in workgroups and plenary discussion either of practical exercises or research work and comparison of modelling techniques and approaches. The presentation of the results by each group will reinforce the ability of arguing by each student.

relevant generic skillimproved?assessed?
Achieving practical application of theoretical knowledgeYesYes
Adapting to new situationsYesYes
Analytical and synthetic skillsYesYes
Balanced decision makingYesYes
Commitment to qualityYesYes
CreativityYesYes
Event organization, planning and management  
Foreign language proficiency  
Initiative and entrepreneurship capability  
IT and technology proficiency  
Problem Analysis and AssessmentYesYes
Relating to others  
TeamworkYes 
Written and verbal communications skillsYes 
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