FIT2090 S2 2020 Exam Feedback
General comments:

The average score of exam results is 57%. Students did alright in Multiple-Choice Questions, with
the average score of 60%.

Comments on Section B:

Question 1
a. Business Process and the four main components: Majority of the students know what a
business process is in general, but do not understand each component and confused with the
information system’s components.
b. BPR vs. BPI: Overall good, most of the students understand the difference between BPR
and BPI.
c. Criteria for BPI projects: Only a small group of students got the correct answer with names
and brief explanations. Many students answered that inefficient processes should be selected
for BPI projects, which is too general.
d. CRM, SCM and ERP impacts on business: Most students just answered the definitions of
those enterprise systems, but did not analyse the impact of the enterprise systems on costs
and revenues.

Question 2
For part a, Pareto Chart: Most of the students do not understand what Pareto Chart is and
what it is really used for.
For part b and c, the seven forms of non-value adding activities and the DMAIC: most
students provide partial response without adequate explanation, i.e. identify the forms of
TIMWOOD or DMAIC but do not really understand what the individual elements mean.
Cannot describe individual elements properly. Most cannot describe DMAIC in relation to
Six Sigma properly. Lack of Basic understanding.

Question 3
Line balancing.
Overall good. Some students did not explain well the purpose of line balancing.
For the answers that lose marks, these are the common mistakes: Did not correctly apply the
primary and secondary rules, miscalculation on feasible activities/longest time, incorrect
assignment of activities due to mistakes on activities’ precedence.

Question 4
TOC.
a. Some students using 1 week instead of 4 weeks to calculate the available time for each
resource. Other common mistake: missing bottleneck identification or did not apply the
ranking order correctly.
b. Many students only discussed overbooking or missing appropriate examples.

Question 5
Cycle time analysis.
For part a, some students confused over the concepts of activity time and process time, e.g.
in many cases students used activity time + process time to calculate the cycle time.
However, there are marks allocated when steps are correct.
Other common mistakes: the CT formula has been shown and used incorrectly. Some
students used activity times for theoretical cycle time calculations (instead of process times).
In some occasions the Cycle time efficiency formula has been incorrect, e.g. CT/CT*
instead of CT*/CT.
For part b many students did not provide a brief description of the suggested ways to reduce
process cycle time.

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Question 6
a. Students were to answer three questions relating to the modelling tools for process analysis
and design. The first was related to describing when you would use each of the following
tools: general process charts, system flowcharts, and DFDs (Data Flow Diagrams). Most
students had a basic understanding of what was expected for this question. Some students
specifically provided a generic answer relating and using words such as data flow, systems
process, flow analysis etc. Students who did use specific keywords, e.g. General Process
Chart, eliminate non-value-added activities and are used to measure process improvement,
in the correct area were allocated most or all of the marks.
b. The system development process is a sequential, multistage process to develop information
systems from Week 9 slides. Students are required to name in the correct order and provide
a description of the six phases in the system development process. As there are several
Systems Development processes can be organised, there was some leeway e.g.
Investigation, Analysis, Design, Construction, Integration and Testing or Integration, and
Testing, Implementation/Deployment. Another way Planning, Analysis, Design,
Implementation, Testing, Maintenance. Many students did manage to include each one in
the correct order. Some students did not include descriptions, and if they did, they only
provided a very basic description.
c. There were three main reasons why companies outsource IT, these answers are from Lecture
10, Slide 11, i.e. Financial, Strategic, and Technical. Many students attempted this question,
some marks were given if there were some comments e.g. such as a heading like political
reason or, cost efficient to utilise the skills from an outsource.

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