DMIT1506 Process Management
Process
Mapping Assessment
Instructions for Completing and Submitting the
Assessment
§
To document your work:
§
Document your work in an MS-Visio file.
§
Create one page for each of the four assessment items described below.
You may add more pages as some assessment items require creation of diagrams
for expanded subprocesses.
§
Rename the page tabs appropriately.
§
At the top of each page, put a text label referencing the assessment
item.
§
Review your document and correct any formatting, spelling and
grammar errors prior to submission.
§
To complete the assessment
§
Complete each of the four assessment items described below.
§
To assess the quality of
your work prior to submitting it:
§
Cut and paste the Marking Guide (below) into a Word document and use
it to grade your work.
§
Use the Comments column to briefly explain why you assigned the
grade.
§
Once you’ve graded yourself, write a one-paragraph analysis of your
performance. You could include answers to the following questions:
§
Was any portion of the assessment difficult? Why?
§
Was any portion of the assessment easy? Why?
§
How will you improve (or continue to excel)? What will you follow up
on?
§
To name your submission
correctly:
§
Name your file as follows: FirstnameLastnameMapping.vsdx (e.g., DaiNingMapping.vsdx).
Name the Marking Guide as follows: FistnameLastnameMapping.docx.
IMPORTANT NOTE:
Assessments that are not named according to
this format will receive a grade reduction of 10%.
§
Make sure you are using the latest Microsoft product
§
To achieve a mark higher
than zero:
§
Ensure that you have graded your work using the Marking Guide.
§
Submit both the Visio and the Word file to Moodle
prior to
11:55 pm, on the due date.
Late assessments will be awarded a grade of zero (0) unless you present a
doctor’s note or other official documentation.
Assessment Items
1.
Create a BPMN diagrams to
model the following Five Steps of the Neurocycle process.
The first step
is to Gather. This means choosing to pay attention to your behaviors (what you
say and do) and increasing your conscious awareness. This awareness becomes a
directing force that instructs the brain how to respond on a chemical, energy,
and genetic level. You’re literally pulling the thought tree into the conscious
mind to deal with it by gathering awareness of it. You can change something
only when you’re conscious of it—that’s why the nonconscious tries to catch
your attention by sending you emotional and physical warning signals through
the subconscious mind. Never ignore these prompts, no matter how much they may
upset you or someone else. They’re rich with information.
With the
Gather step, you embrace the physical, emotional, and informational memories
intertwined within your thoughts—you start “pulling up” the branches, leaves,
tree trunk, and roots. This step forces you to really tune in to the prompts
from your nonconscious
mind. The
goal
is to choose to pay attention and
focus on your behaviors in terms of the signals coming from your nonconscious
mind. Questions to ask at this step could be:
1.
What are you experiencing through
your five senses? Gather awareness of these physical warning signals emerging
from your body.
2.
What is the information in the
thoughts bubbling up from your nonconscious mind into your conscious mind right
at this moment? Gather awareness of this information, noting how many thoughts
there are and what they are.
3.
What feelings are attached to the
information the thought contains? Every thought has emotions as part of its
structure—they’re stored in the nonconscious mind. When thoughts move into the
conscious mind, we feel the emotions of them. Just gather awareness of the
feelings attached to each thought.
The second step
of the Neurocycle is to Reflect. This is where you ask, answer, and discuss
what you have gathered awareness of in step 1 through the “w” questions. The
purpose of this step is to understand your behaviors and communication, and how
they’re related to what you’re thinking, feeling, choosing, and experiencing to
find the origin, or the root cause, of what you’re experiencing.
The aim of this
step is to shift your focus from the behaviors to the thought that triggered
these behaviors, then to the perspective, then to the root cause. This
challenges the brain to move into a higher gear, which is what it’s designed
for: deep, intellectual thinking. This reflective step makes a thought
susceptible to change by activating the theta, delta, and gamma waves in waves
of energy and weakening its connections in your mind. As your insight into
what’s going on grows, you can start directing the energy flow in the brain
that tells the brain and body which chemicals should be released, which genes
should be activated and deactivated, where chemicals should flow to, and,
ultimately, what neuroplastic structural and chemical and energy changes should
occur in the brain.
Another way to
do the Reflect step is to use the “5 Why” technique created by Sakichi Toyoda,
the Japanese industrialist, inventor, and founder of Toyota Industries. The
method is simple: you just ask yourself
Why?
five times as a way
of drilling down to the root issue. However, if you feel the need to use all of
the “w” questions more than five times, you can—whatever works for you.
Additionally, in
this step you question the thought or emotion by asking yourself,
Is this
based on a fact or assumption? Is what I am thinking true or false?
Too
often we cause ourselves more mental distress than necessary because we don’t
stop to question our thoughts. This questioning really loosens up thoughts in
the brain, making it easier to reconceptualize. Some more questions to guide
you at this step include:
1.
What am I experiencing physically
as I reflect on the thought? Try to describe this in as much detail as
possible.
2.
What is the information on the
thought? Try to describe in as much detail as possible by answering the “w”
questions: who, what, when, where, why, and how.
3.
What feelings are attached to the
information in the thought? Try to describe in as much detail and as
specifically as possible.
Step 3 is to
Write. The brain makes or “writes” proteins when genes are switched on by your
thinking, feeling, and choosing. When you write down what you’ve been thinking
about in step 2, it consolidates memory and adds clarity to what you’re
thinking about, allowing you to better see the area that needs to be detoxed or
the thought that needs to be built. It essentially allows you to visualize your
thoughts, bringing suppressed thoughts out of the nonconscious to be
reconceptualized.
Writing brings
order out of chaos by “putting your brain on paper.” If we don’t get our
suppressed thoughts out, they stay rooted in our mind, causing mental and
physical damage. Toxic thoughts have incorrectly folded proteins and an
imbalanced electromagnetic and chemical flow with less oxygen and blood flow.
They’re unhealthy and can lead to inflammation in the brain, which can cause
all sorts of issues.
Research shows
that writing can even improve immune system function!
1
We saw this in our clinical trials with the experimental group, who were using
all 5 Steps. When they went through step 3, they experienced a statistically
significant drop in their cortisol and homocysteine levels, which predict
immune system health. When you write, you stimulate a flow of neurotransmitters
in your brain that help clear your thinking. You activate an area in your brain
called the basal ganglia, which allows for cognitive fluency. This improves the
smoothness and insightfulness of your reasoning, and you can start seeing and
understanding things you didn’t before. Writing can be done on paper, on your
phone, or even as recorded voice memos. Writing can also be done using a
process I developed called a Metacog, which is an incredibly effective way of
getting into the nonconscious mind and finding the root issue. See appendix B
for how to make a Metacog.
Step 4 is to
Recheck what you’ve written. This is an editing process (pruning and grafting
the tree) to check for accuracy and to find patterns in your thinking, kind of
like a mental autopsy. You shift from the “why, what” to more of the “how,
when” questions. This process allows you to reconceptualize the toxic thought
and turn it into a new, healthy thought habit in the spirit of the kintsugi
philosophy. In this step, you’ll evaluate what you’ve written in step 3 and
think about the new healthy thought you want to build. You will also be able to
rethink your reaction to the information, evaluating how the toxic thought
you’re working on is changing, and then reconceptualizing it—little by little,
day by day.
Some questions
to guide you as you do this step include:
1.
What am I experiencing physically?
Is there a pattern? How is this linked to the information and feelings of the
thought?
2.
What are the patterns of the
information in my thoughts? How can I reconceptualize this information?
3.
What feelings are attached to the
information in the thought? What patterns do I see? How can I reconceptualize
these feelings?
Step 5 is call
Active Reach. This is where you
practice,
apply, and
teach
what you’ve been working on. An Active Reach is the action you do during the
day to practice the reconceptualized thought, and it comes from the Recheck
step. You decide what the action is each day as you work through the 5 Steps.
It’s meant to be simple, quick, efficient, and easy to apply. It could be a
breathing exercise or a simple statement you say to remind yourself what you
learned from the first four steps during that particular day. It can be as
simple as “practice not saying
if only
today.”
You can do the
same Active Reach as the previous day or a brand-new Active Reach; that’s
completely up to you. The Active Reach step is essential; change requires
action, not just information. Application is essential to growth—it’s practice,
and practice makes perfect.
Some questions
to guide you as you do this step include:
1.
What is my physical trigger?
2.
What is my reconceptualized
information?
3.
What are my reconceptualized
feelings?
2.
Create two separate BPMN
diagrams to model the Call for Submission scenario. In the first diagram, use a
throw-catch pattern to model error handling. In the second diagram use a
gateway to model error handling.
Will be provided
later.
3.
Create a BPMN diagram to
model the following STEM Competition Administration scenario.
Ergo
technologies partner up with non-profits to develop a sustainable approach. As
part of the company’s continuous improvement, they sponsor STEM competitions,
where the candidate(s) are given an opportunity to solve a specific challenge
or problem through science, technology, engineering, or mathematics. The
challenges stem from a real-world issue to empower the candidates to apply
creativity and critical thinking to derive an innovative solution.
The STEM
competitions run from age ranges from 8 to 17. The duration starts at the end
of May and runs through the summer months ending in August. The awards are
given to the top 3 for each age category. The age category is broken down into
two categories (14 less and 15 plus). Once the registration completion date has
passed, the STEM administration assistant reviews each candidate and assigns
them to the appropriate age categories. All candidates are assigned a mentor
unless they have already self-selected a mentor. Once the candidates are
assigned appropriately, the administration assistant records their project. The
administration assistant then provides relevant resources for each candidate,
including competition information.
While assigning
a mentor, the candidates are encouraged to contact the mentor. The mentors
provide mentorship with each of the candidates they are assigned to.
When all the
candidates are assigned the mentorship, the mentor completes a check-in process
for each candidate for STEM coordinator. The STEM coordinator files the
check-in document for the related candidate.
4.
Correct the errors
The BPMN diagram
below depicts the Project Feedback process. The Project Manager and Business
Analyst are responsible to manage the project feedback. They work together to
articulate various types of feedback (process change, technical roadblocks, and
communication improvements). The diagram includes many errors. Correct the
errors that you are able to correct. If you spot an error, but don’t have
enough information about the process to correct it, briefly describe the error
and explain why it needs to be corrected. Note: The item below is an embedded
Visio.
Process Project Feedback – BPMN Diagram
DMIT1506 Process Management Process Mapping Assessment Instructions for Completing and Submitting the Assessment · To document your work: · Document your work in an MS-Visio file. · Create one page for each of the four assessment items described below. You may add more pages as some assessment items require creation of diagrams for expanded subprocesses. · Rename the page tabs appropriately. · At the top of each page, put a text label referencing the assessment item. · Review your document and correct any formatting, spelling and grammar errors prior to submission. · To complete the assessment · Complete each of the four assessment items described below. · To assess the quality of your work prior to submitting it: · Cut and paste the Marking Guide (below) into a Word document and use it to grade your work. · Use the Comments column to briefly explain why you assigned the grade. · Once you’ve graded yourself, write a one-paragraph analysis of your performance. You could include answers to the following questions: · Was any portion of the assessment difficult? Why? · Was any portion of the assessment easy? Why? · How will you improve (or continue to excel)? What will you follow up on? · To name your submission correctly: · Name your file as follows: FirstnameLastnameMapping.vsdx (e.g., DaiNingMapping.vsdx). Name the Marking Guide as follows: FistnameLastnameMapping.docx. IMPORTANT NOTE: Assessments that are not named according to this format will receive a grade reduction of 10%. · Make sure you are using the latest Microsoft product · To achieve a mark higher than zero: · Ensure that you have graded your work using the Marking Guide. · Submit both the Visio and the Word file to Moodle prior to 11:55 pm, on the due date. Late assessments will be awarded a grade of zero (0) unless you present a doctor’s note or other official documentation. Assessment Items 1. Create a BPMN diagrams to model the following Five Steps of the Neurocycle process. The first step is to Gather. This means choosing to pay attention to your behaviors (what you say and do) and increasing your conscious awareness. This awareness becomes a directing force that instructs the brain how to respond on a chemical, energy, and genetic level. You’re literally pulling the thought tree into the conscious mind to deal with it by gathering awareness of it. You can change something only when you’re conscious of it—that’s why the nonconscious tries to catch your attention by sending you emotional and physical warning signals through the subconscious mind. Never ignore these prompts, no matter how much they may upset you or someone else. They’re rich with information. With the Gather step, you embrace the physical, emotional, and informational memories intertwined within your thoughts—you start “pulling up” the branches, leaves, tree trunk, and roots. This step forces you to really tune in to the prompts from your nonconscious mind. The goal is to choose to pay attention and focus on your behaviors in terms of the signals coming from your nonconscious mind. Questions to ask at this step could be: 1. What are you experiencing through your five senses? Gather awareness of these physical warning signals emerging from your body. 2. What is the information in the thoughts bubbling up from your nonconscious mind into your conscious mind right at this moment? Gather awareness of this information, noting how many thoughts there are and what they are. 3. What feelings are attached to the information the thought contains? Every thought has emotions as part of its structure—they’re stored in the nonconscious mind. When thoughts move into the conscious mind, we feel the emotions of them. Just gather awareness of the feelings attached to each thought. The second step of the Neurocycle is to Reflect. This is where you ask, answer, and discuss what you have gathered awareness of in step 1 through the “w” questions. The purpose of this step is to understand your behaviors and communication, and how they’re related to what you’re thinking, feeling, choosing, and experiencing to find the origin, or the root cause, of what you’re experiencing. The aim of this step is to shift your focus from the behaviors to the thought that triggered these behaviors, then to the perspective, then to the root cause. This challenges the brain to move into a higher gear, which is what it’s designed for: deep, intellectual thinking. This reflective step makes a thought susceptible to change by activating the theta, delta, and gamma waves in waves of energy and weakening its connections in your mind. As your insight into what’s going on grows, you can start directing the energy flow in the brain that tells the brain and body which chemicals should be released, which genes should be activated and deactivated, where chemicals should flow to, and, ultimately, what neuroplastic structural and chemical and energy changes should occur in the brain. Another way to do the Reflect step is to use the “5 Why” technique created by Sakichi Toyoda, the Japanese industrialist, inventor, and founder of Toyota Industries. The method is simple: you just ask yourself Why? five times as a way of drilling down to the root issue. However, if you feel the need to use all of the “w” questions more than five times, you can—whatever works for you. Additionally, in this step you question the thought or emotion by asking yourself, Is this based on a fact or assumption? Is what I am thinking true or false? Too often we cause ourselves more mental distress than necessary because we don’t stop to question our thoughts. This questioning really loosens up thoughts in the brain, making it easier to reconceptualize. Some more questions to guide you at this step include: 1. What am I experiencing physically as I reflect on the thought? Try to describe this in as much detail as possible. 2. What is the information on the thought? Try to describe in as much detail as possible by answering the “w” questions: who, what, when, where, why, and how. 3. What feelings are attached to the information in the thought? Try to describe in as much detail and as specifically as possible. Step 3 is to Write. The brain makes or “writes” proteins when genes are switched on by your thinking, feeling, and choosing. When you write down what you’ve been thinking about in step 2, it consolidates memory and adds clarity to what you’re thinking about, allowing you to better see the area that needs to be detoxed or the thought that needs to be built. It essentially allows you to visualize your thoughts, bringing suppressed thoughts out of the nonconscious to be reconceptualized. Writing brings order out of chaos by “putting your brain on paper.” If we don’t get our suppressed thoughts out, they stay rooted in our mind, causing mental and physical damage. Toxic thoughts have incorrectly folded proteins and an imbalanced electromagnetic and chemical flow with less oxygen and blood flow. They’re unhealthy and can lead to inflammation in the brain, which can cause all sorts of issues. Research shows that writing can even improve immune system function!1 We saw this in our clinical trials with the experimental group, who were using all 5 Steps. When they went through step 3, they experienced a statistically significant drop in their cortisol and homocysteine levels, which predict immune system health. When you write, you stimulate a flow of neurotransmitters in your brain that help clear your thinking. You activate an area in your brain called the basal ganglia, which allows for cognitive fluency. This improves the smoothness and insightfulness of your reasoning, and you can start seeing and understanding things you didn’t before. Writing can be done on paper, on your phone, or even as recorded voice memos. Writing can also be done using a process I developed called a Metacog, which is an incredibly effective way of getting into the nonconscious mind and finding the root issue. See appendix B for how to make a Metacog. Step 4 is to Recheck what you’ve written. This is an editing process (pruning and grafting the tree) to check for accuracy and to find patterns in your thinking, kind of like a mental autopsy. You shift from the “why, what” to more of the “how, when” questions. This process allows you to reconceptualize the toxic thought and turn it into a new, healthy thought habit in the spirit of the kintsugi philosophy. In this step, you’ll evaluate what you’ve written in step 3 and think about the new healthy thought you want to build. You will also be able to rethink your reaction to the information, evaluating how the toxic thought you’re working on is changing, and then reconceptualizing it—little by little, day by day. Some questions to guide you as you do this step include: 1. What am I experiencing physically? Is there a pattern? How is this linked to the information and feelings of the thought? 2. What are the patterns of the information in my thoughts? How can I reconceptualize this information? 3. What feelings are attached to the information in the thought? What patterns do I see? How can I reconceptualize these feelings? Step 5 is call Active Reach. This is where you practice, apply, and teach what you’ve been working on. An Active Reach is the action you do during the day to practice the reconceptualized thought, and it comes from the Recheck step. You decide what the action is each day as you work through the 5 Steps. It’s meant to be simple, quick, efficient, and easy to apply. It could be a breathing exercise or a simple statement you say to remind yourself what you learned from the first four steps during that particular day. It can be as simple as “practice not saying if only today.” You can do the same Active Reach as the previous day or a brand-new Active Reach; that’s completely up to you. The Active Reach step is essential; change requires action, not just information. Application is essential to growth—it’s practice, and practice makes perfect. Some questions to guide you as you do this step include: 1. What is my physical trigger? 2. What is my reconceptualized information? 3. What are my reconceptualized feelings? 2. Create two separate BPMN diagrams to model the Call for Submission scenario. In the first diagram, use a throw-catch pattern to model error handling. In the second diagram use a gateway to model error handling. Will be provided later. 3. Create a BPMN diagram to model the following STEM Competition Administration scenario. Ergo technologies partner up with non-profits to develop a sustainable approach. As part of the company’s continuous improvement, they sponsor STEM competitions, where the candidate(s) are given an opportunity to solve a specific challenge or problem through science, technology, engineering, or mathematics. The challenges stem from a real-world issue to empower the candidates to apply creativity and critical thinking to derive an innovative solution. The STEM competitions run from age ranges from 8 to 17. The duration starts at the end of May and runs through the summer months ending in August. The awards are given to the top 3 for each age category. The age category is broken down into two categories (14 less and 15 plus). Once the registration completion date has passed, the STEM administration assistant reviews each candidate and assigns them to the appropriate age categories. All candidates are assigned a mentor unless they have already self-selected a mentor. Once the candidates are assigned appropriately, the administration assistant records their project. The administration assistant then provides relevant resources for each candidate, including competition information. While assigning a mentor, the candidates are encouraged to contact the mentor. The mentors provide mentorship with each of the candidates they are assigned to. When all the candidates are assigned the mentorship, the mentor completes a check-in process for each candidate for STEM coordinator. The STEM coordinator files the check-in document for the related candidate. 4. Correct the errors The BPMN diagram below depicts the Project Feedback process. The Project Manager and Business Analyst are responsible to manage the project feedback. They work together to articulate various types of feedback (process change, technical roadblocks, and communication improvements). The diagram includes many errors. Correct the errors that you are able to correct. If you spot an error, but don’t have enough information about the process to correct it, briefly describe the error and explain why it needs to be corrected. Note: The item below is an embedded Visio. Process Project Feedback – BPMN Diagram 3 Marking Guide The Process Mapping Assessment constitutes 20% of your grade in the course. It will be graded based on the criteria described below. It would be good practice for you to use this marking guide as a tool to review the quality of your work prior to submitting it for grading. Criteria Comments Marks Spelling & Grammar 2 · A maximum of two spelling/grammar errors Document Formatting 3 · Appropriate labels appear on each page · Page tabs are appropriately labeled · Document format is reader-centered Review Approach with Client Y/N Assessment Item 1 Review Assessment Item 1 with Client Y/N BPMN Diagram 25 · Symbols and flow lines are used according to standard · Symbols and flow lines are correctly labeled · Swimlanes and pools are used correctly and are appropriately labeled · All activities, events, gateways are placed in the correct