Teaching BPM - Camunda University Chapter

Hello again 👋
Welcome back
@hafflgav
Augsburg, Germany
Thomas Heinrichs
BPM Consultant @ Miragon

The Camunda University Chapter
People can learn
about challenges
Share their
experiences in
teaching BPM
Network with
each other
Covering a wide
range of
Camunda and
BPM-related
subjects in
academics

Join the
Camunda
University Slack
Workspace
A platform for exchanging and discussing recent research
papers, student projects, and exercises. We also want to give
students an opportunity to develop further into this topic and
find a mentor to assist them on their journey.
https://join.slack.com/t/camunda-
university/shared_invite/zt-1uda1i1vo-
gU_n3_afufBOoH~VEzK8Uw

Our agenda for today
Integrating Perspectives:
Teaching Business
Process Management to
for Business Students at
FHNW
Networking in Gather
Town

Gather
Town -
Networking
https://app.gather.town/app/gjmuWmilY3fUwXnR/BPM%20University

Thank you for tuning in!
See you next time 👋

www.fhnw.ch/wirtschaft
Teaching BPM Hands-on!
2024
Achim Dannecker
University Camunda Chapter

Agenda
2024 Achim Dannecker – FHNW – HSW – Institute for Information Systems 2
Introduction
Framework
conditions
Modul
• Business Process Modelling
• Workflow
Findings
Discussion

Introduction
Achim Dannecker
achim.dannecker@fhnw.ch
https://www.fhnw.ch/en/people/achim-dannecker
Head of Competence Center Business Process- and Project-Management
Module Leader Business Process- and Project-Management
Programme Manager CAS Business Requirements Engineering
Programme Manager CAS IT-Projektmanagement
Manager Seminar Projektmanagement
“We educate innovative, responsible specialists and managers for
an interconnected and ever changing world.”
Mission FHNW School of Business

FHWN – School of Business
13,000 students
3,000 business students
Approx. 300 students each semester
Approx. 25-35 in each class
Full-time / Part-time
3 locations (Basel, Brugg, and Olten)
Courses in English and German
8 Bachelor's Programmes
4 Master's Programmes

Agenda
Introduction
Framework
conditions
Modul
• Workflow
Findings
Discussion

Organizational framework
• 10 Classes both German (7) and English (3)
• 5-10 Teachers
• Same didactical concept in German and English
• Same Case
• Same semester structure
• One final exam
• MS-Teams instead of Moodle
• Final grade: 30% group work, 70% final exam
• 5 ECTS
→ 50-60 Group spaces in Camunda and MS-Teams
Get used to cURL and the
Camunda Console API (REST)
10 MS-Teams-Spaces
5 active organizations to
handle in Camunda

Good teaching (criteria compiled from Ulrich)
Course “Business process and project management”
12 weeks 4 hours each week
Flipped classroom coaching-based approach
Stimulation of meaningful learning Social interaction
Assessment - learning support Presentation
Use of technology Good relationship building between teacher and students
K. A. Feldman, ‘The association between student ratings of specific instructional dimensions and student
achievement: Refining and extending the synthesis of data from multisection validity studies.
J. Hattie, ‘The applicability of Visible Learning to higher educationt.
M. Allen, P. L. Witt, and L. R. Wheeless, ‘The Role of Teacher Immediacy as a Motivational Factor in Student
Learning: Using Meta-Analysis to Test a Causal Model

Semester
structure
Block 1
Organizational matters, presentation of teaching case, basic terms of
processes, concept of process management, process map, process lifecycle,
maturity levels of processes
Block 2 Project objectives, project requirements, project management basics
Block 3 Stakeholders, communication planning
Block 4 Costs and financing, planning and control, tool-supported planning
Block 5
Process controlling: process scorecard / process indicators, presentation of
project work part 1, introduction to Camunda
Block 6 Introduction to BPMN, process optimization
Block 7 Coaching
Block 8 Create video presentations
Block 9
IT supported process management, state machine WFM,
presentation of project work part 2
Block 10 Introduction to DMN
Block 11 Coaching
Block 12 Presentation workflows, summary, and Q&A
PM
Group assignments
hands-on

Management
Board
Department 1
…
Department n GPM
Roles
Company
Strategy
GPM-
Strategy
Product
Strategy
Finance
Strategy
Sales
Strategy
Project Goals
Stakeholder
Potential BPM Project Results
Project Type
Project Model /
Methodology
determine
…
Project
Planning
Block 4
Block 2
Block 3
Process
Map
Block 1 Block 10 and 12
Process
Automation
Process
Metrics
Block 5 Block 6-9
Process
Modeling
Potential
BPM-Project
Company Organisation
influence
has
leads to
leads to
Block 11
DMN

Case Study – 1hPush - A company that wants to implement
business process management

Materials for each block
Microsoft Forms integrated into Teams for
simple learning assessments
Learning videos on the topics of process
modeling and workflow modeling with Camunda
Using Kahoot as
a playful way to
assess
preparatory
tasks at the
beginning and
as a challenge
for selecting
project topics
Books for reading
assignments on theory

Agenda
Introduction
Framework
conditions
Modul
• Workflow
Findings
Discussion

Procedure 4-hour block – real case – 1st part of Course
Project Management and BPM Basics
Theory input
as Homework
Reading &
Videos
(Precondition)
Kahoot as
indv. test
Groupwork
within lectures
(growing case
study)
Individual
coaching of
each group
Discussion of
a random
selected
solution in
class at the
end
All solutions of
all groups are
uploaded to
MS-Teams
Written
feedback on
all solutions

Growing Case Study
Learning objectives
What needs to be
done and how to do it
Relevant reading
assignment for the
exercise: Extract
from a real interview
Approx. 50 written
feedbacks on each
exercise

Procedure group assignments– 2nd part of Course
Selection of
topic
Individual
group work
for 1-2 weeks
Upload of
current work
status for
coaching , 2
days in
advance
Individual
coaching for
all groups,
discussing all
aspects
Revision of
the
assignment
(typically 1
week)
Submission
of the
assignment
Presentation
(or creation of
a video
presentation)
of the work
Written
feedback
(evaluation)

Group assignment 1 – Business Process Modelling
• Last semester, we had 17 different topics to choose
from (an adjustment is made every semester)
• In each class, a group can select a topic in the order
of the winners' podium after a group Kahoot.
• They receive very few guidelines for the process and
must be very creative.
• The result is a modeled process, process
documentation, and a video presentation of the
process.

Group assignment 2 - WF
• As preparation, there are tutorials on DMN and AI.
• 8 different topics:
• 4 topics with DMN
• 4 topics with AI
• More precise guidelines
• The result is "only" a runnable workflow.
• Random selection of who presents the workflow (to
ensure knowledge transfer within the group).
• All 8 tasks include
• creating a form for data entry,
• saving data in Google Docs,
• saving data in Google Sheets,
• sending emails to different distribution lists via
SendGrid,
• configuring multiple exclusive gateways, and
• working with "variables" that are manipulated.
WF topics:
1. Product Pricing Strategy (DMN)
2. B2C Customer Loyalty Program (DMN)
3. Reorder Process for Raw Materials (DMN)
4. Training Approval Process (DMN)
5. Supplier Evaluation and Selection Process
(ChatGPT)
6. Expense Approval Process (ChatGPT)
7. Project Approval Process (ChatGPT)
8. Training Recommendation Process (ChatGPT)
We don't want the students to use their own Google
accounts for this, so:
➢ API keys (tokens) need to be generated for
Google, ChatGPT, and SendGrid, and
➢ we must provide all groups with group-specific
folder IDs, document IDs, and template IDs.

Complex and challenging process
digitalization task - workflows with Camunda

Agenda
Introduction
Framework
conditions
Modul
• Workflow
Findings
Discussion

Example of our course evaluation (red solid) in comparison
to all courses (blue dotted)
…to that within
one semester
(autumn semester
2022 and spring
semester 2023)
5 years like that
(including spring
semester 2022)…

Results time
invested in
group work vs.
final exam with
grades
Aspect In days
Average time into groupwork 6.2
Standard deviation groupwork 4.3
Min groupwork 1.5
Max groupwork 20
Median groupwork 6.5
Average grade groupwork 5.6
Average time into final exam 6.5
Standard deviation final exam 3.6
Min final exam 2
Max final exam 15
Median final exam 6
Average grade final exam 4.5

Fun and relevance of WF group work – AS 2023
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9
ChatGPT 4.46 4.56 3.78 3.61 3.78 3.93 2.98 3.95 4.98
DMN 4.23 4.21 3.63 2.95 2.93 3.39 2.49 3.28 4.77
Difference 0.24 0.35 0.15 0.66 0.85 0.54 0.48 0.67 0.20
5 Agree
4 Partially agree
3 Neutral
2 Partially disagree
1 Disagree
No Question
Q1 The workflow task was important or significant to me.
Q2 I believe the workflow task we worked on in the course helped me develop
competencies that I can use later.
Q3 I
consider the workflow task to be very relevant.
Q4 Tasks like the workflow task are likely to be needed in my future life / professional life.
Q5 While working on the workflow task, I acquired many relevant competencies.
No Question
Q6 I enjoyed developing the workflow.
Q7 I thought it was really good to work on the workflow.
Q8 For me, it was nice that we developed the workflow.
Q9 I am proud of our result in the workflow task.

Results out of interviews – common sense
• Coaching appointments were very helpful and have greatly promoted their progress.
• They have personally made great progress.
• It was an individual topic they had to handle it within the group and not the same topic as all other groups.
So, work to be invested seemed to be more relevant.
• They were proud to have created the workflow and to see what a business benefit it could have.
• They had to invest a lot of time.
• They now feel less afraid of possible IT projects in the future.
• It was a lot of fun, the most exciting part of the course.

Conclusion
New course design Old Course design
More complex workflows (out of real projects 6
months to work on)
Rather easy workflows (4 weeks to work on)
100% evaluation of group work with clear tasks for
each team member
30% group work, 70% final exam
Use case study exercise with reference solutions as
preparation for theory that can be adopted to own
project
Work on theory in different blocks in groups that are
the same for each group
Coaching on the individual projects of the groups
each week
Coaching the groups in the class and in parts on the
group work
Organize the semester as a project Blocks with focus on certain theory aspects
Make everything relevant
from the perspective of the students

Teaching BPM - Camunda University Chapter

Recommended

Recommended

More Related Content

Similar to Teaching BPM - Camunda University Chapter

Similar to Teaching BPM - Camunda University Chapter (20)

Recently uploaded

Recently uploaded (20)

Teaching BPM - Camunda University Chapter