Unit 21 Business Process Modelling Tools Assignment Brief 2026

Unit 21 Business Process Modelling Tools Assignment Brief

Unit in Brief

Learners investigate business processes and their relationship to an organisation’s aims and objectives. They will model a specific process and develop a plan to improve it.

Unit Introduction

Most small, medium and large organisations use an interrelated series of processes which  carry out functions, such as manufacturing an item, placing an order or hiring a new employee. Understanding these processes is important so that you can apply new technology to improve them. Business processes in an organisation need to support their business aims and objectives. For example, if an organisation’s aim is to provide excellent customer service, then the processes which include customer interaction need to reflect this. As a business or systems analyst, you will work with organisations to analyse their processes so that you can inform how improvements could be made.

In this unit, you will investigate business aims and objectives, organisation models and departmental functions and processes and their interrelationships. You will select a specific  business process to examine and produce a model of the way it operates. Finally, you will develop  a plan to improve the process to better support the businesses aims and objectives.

This unit will give you the knowledge, skills and confidence to become a business or systems analyst in the field of business software development, either directly through employment or  an apprenticeship scheme, or to support continuing studies in further and higher education.

Summary of Unit

Assessment Criteria

Essential information for Assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.
There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aim: A (A.P1, A.P2, A.M1, A.D1)

Learning aims: B and C (B.P3, B.P4, C.P5, C.P6, B.M2, C.M3, BC.D2, BC.D3)

Further information for teachers and Assessors

Resource requirements

There are no specific resources required for this unit. It would, however, be very useful if learners had access to local employers who could help them in their investigation and planning of the reengineering of business processes.

Essential information for assessment decisions

Learning aim A

For distinction standard, learners will provide a clear and balanced evaluation of the effectiveness of technology in improving business processes, which is clearly linked to organisational requirements and is supported by real life examples. Learners must articulate their arguments fluently and views concisely, providing an evaluation which makes reasoned, valid judgements. The evidence will demonstrate high-quality written/oral communication through the use of accurate and fluent business and technical vocabulary to support a well-structured and considered response that clearly connects chains of reasoning.

For merit standard, learners will present a reasoned and well-explained analysis of the impact of business processes and technology, clearly relating this to business requirements. The evidence must provide a balanced discussion supported by clear examples from real life businesses. The evidence must be technically accurate and demonstrate good-quality written or oral communication.

For pass standard, learners will provide an explanation of the different types of business processes, as listed in the unit content, and how they support typical organisation requirements and how technology is used to support those processes. The evidence may have some inaccuracies and may include some limited examples from real businesses.

Learning aims B and C

For distinction standard, learners will draw on, and show synthesis of, knowledge across the learning aims to evaluate how the decisions and processes applied throughout the investigation, modelling and planning impacted the effectiveness of their plan to improve a business process. Learners must provide a reasoned and realistic review of their plan, identifying both the positive and negative aspects. They must clearly explain how the plan to change the business process will support the business requirements, giving specific, well thought out and realistic examples. Learners need to clearly show how their planned changes to the process provide specific measurable improvements over the process they modelled. They must also explain how the potential risks of the changes can be minimised by the application of change management processes.

Learners must articulate their arguments and views concisely and professionally, and evaluate concepts, ideas and actions thoroughly to reach reasoned and valid conclusions. They must demonstrate individual responsibility, for example identifying potential issues and resolving them, reviewing their work and making improvements, keeping their work safe and secure and showing responsible use of quoted materials, and effective self-management when assessing the suitability of the plan for a new business process and associated activities.

Evaluation of behaviours will consider learners’ use of ‘soft skills’ in relation to the vocational context of the project, such as managing and liaising with other members of the team or clients and time management. Learners will evaluate their own behaviours throughout the project and the impact they have on the outcomes. Learners will refer to tangible evidence to support their evaluation, such as meeting notes, correspondence and time plans.

For merit standard, learners will give a clear, accurate and well-reasoned analysis of how well the existing business process supports the organisation’s stated requirements. They also need to provide a well-explained justification of each aspect of their plan to improve the business process, referring to both their own ideas and the feedback they obtained on the plan. They must explain why they included each aspect of their plan, the purpose of each aspect and how it helps to ensure the success of the implementation of the improved business process.

For pass standard, learners will provide evidence that they have used appropriate methods to collect information on the specific process they are investigating, such as interview recordings, observation reports or copies of documents. They must provide detailed, annotated diagrams which model the process, showing its subprocesses and activities and interrelationships with other processes. They must also provide a clear assessment of the process, identifying strong and weak aspects and identifying realistic potential improvements.

Learners must develop a well-thought-out and realistic plan to modify the specific process they have been investigating. The plan will include use of technology and must consist of annotated diagrams, clearly showing how the reengineered process will work, including subprocesses, activities and interrelationships. Learners also need to explain the methods they will use to manage the change to the process. They must obtain feedback on the plan, preferably from someone with business experience who can provide helpful advice on the suitability of the plan. This feedback will be used to refine the plan.

Links to other units

This unit links to:

• Unit 2: Creating Systems to Manage Information
• Unit 5: Data Modelling
• Unit 14: IT Service Delivery
• Unit 15: Customising and Integrating Applications
• Unit 20: Enterprise in IT.

Employer involvement

This unit would benefit from employer involvement in the form of:

• guest speakers
• technical workshops involving staff from local organisations/businesses
• contribution of design/ideas to unit assignment/scenario/case study/project materials, including own organisation/business materials as exemplars where appropriate
• feedback from staff from local organisations/businesses on plans/designs/items developed
• opportunities for observation of organisational/business application during work experience
• support from local organisation/business staff as mentor.

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