MQ3IL09-Experimentation and Optimisation

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 0 [0 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Sinem Bulkan
Email: s.bulkan@henley.ac.uk

Type of module:

Summary module description:

This module forms part of the Henley Executive Diploma in Managing Business Transformation (Improvement Leader Apprenticeship), and as such, sets out to provide the knowledge, skills and behaviours required by Improvement Leaders/Change Managers/Business Transformation managers in today’s world, in relation to Experimentation and Optimisation. The module is designed to meet the learning outcomes of the Improvement Leader Apprenticeship Standard. 

The module aims to expand the knowledge and understanding of design and application of experimentation, optimisation and simulations to deliver business benefits. It also aims to develop the learner’s approach in assessing the organisation’s approach to mathematical modelling and make recommendations for improvement. The module also aims to equip the learners to guide others in the use of appropriate experimentation tools and to build the organisation’s knowledge in terms of mathematical modelling. 

Key behavioural skills –professionalism and strategic thinking–are strongly outlined throughout the module.  

Aims:

Aims:

The module aims to:

• Develop knowledge and understanding of design principles and design of experiments. 

• Develop knowledge and understanding of the application of simulation tools. 

• Develop knowledge and understanding of application and interpretation of experimentation and optimisations. 

• Develop skills to guide others in the use of appropriate experimentation tools. 

• Develop skills to assess the organisation’s approach to mathematical modelling and make recommendations for improvement. 

• Develop an awareness of key behavioural skills: professionalism and strategic thinking. 

Assessable learning outcomes:

Assessable learning outcomes:

By the end of the module, it is expected that programme members may be able to demonstrate their ability in the following areas: 



 

Knowledge and Understanding: 

K9: Experimentation and Optimisation 

• To demonstrate knowledge of Monte Carlo and Discrete Event simulation, Balanced and unbalanceddesigns, and General linear modelling. 

• To set up and complete designed experiments and draw conclusions and recommendations. 

• To guide others in the use of appropriate experimentation tools.  

Skills: 

S19: Experimentation, Optimisation and Simulation 

• To recognise the value of building mathematical models to understand relationships within and between process inputs and outputs. 

• To assess the organisation’s approach to mathematical modelling and make recommendations for improvement 

• To build the organisation’s knowledge and skills in terms of mathematical modelling.  

Behaviours 

B3: Demonstrate personal resilience. Challenge, influence & engage seniors. (Professionalism) 

B4: Drive future thinking for themselves and others.?Actively seek out new ideas, opportunities methods and tools. Build a knowledge and best practice sharing network. (Strategic Thinking) 

Additional outcomes:

Digital Transformation / Automation/ Artificial Intelligence 

Outline content:

Outline content:

The module covers the following topics: 

• Experimentation (DOE: Design of Experiments, DOE Approaches) 

• Optimisation 

• Simulation  

• Monte Carlo and Discrete Event simulation, Balanced and unbalanced designs 

• General linear modelling (ANOVA: Analysis of Variance results, simple linear regression, multiple regression, ANCOVA: analysis of covariance). 

• Digital Transformation / Automation/ Artificial Intelligence 

-The topics are specifically linked to the behavioural skills (Professionalism and Strategic Thinking). 

 

-The content should be mapped against the OFSTED requirements (British values / Safeguarding / Prevent / Maths / English) and Professional Practice Module.  

-The content should acknowledge limitations and challenges to the approaches discussed within the module content. 

 

-The content should address the need to develop a learning culture in order to encourage experimentation. 

Global context:

The module is taught with reference to the global context of the learners’ organisations and their experiences.

Brief description of teaching and learning methods:

Teaching and learning takes place through a blended learning approach. The teaching and learning methods comprise a combination of self-study via a range of online materials on the Canvas learning platform, face-to-face workshops with Academic Faculty and Learning Coaches, and interaction with a Learning Coach (face-to-face and online) who supports the cohort throughout the module.  Each person participates in a facilitated Action Learning sets either individually or in teams in week 4 o f the module. 

Materials on Canvas include content on-screen, videos, PowerPoint presentations, journal articles, book chapters, practical activities, e-portfolio, and reflection points.  

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

N/A

Formative assessment methods:

One 1500-word Work-Based Project, for which formative feedback will be provided.

Penalties for late submission:

There is no penalty for late submission. However, if learners are at risk of missing the deadline, they are asked to submit an ECF requesting a 14-day extension.  

Assessment requirements for a pass:

Evaluation of the work-based project leads to a decision of ‘Proceed’ or ‘Revise’.  In order to gain a ‘Proceed’ the learner must satisfactorily meet the assignment brief requirements. 

Any learning outcomes not achieved will be highlighted for the learner, so that it is clear that these learning outcomes should be addressed prior to reaching Gateway for the End Point Assessment (EPA).  

Learners may revise their project as many times as necessary, as they progress through the programme.  However, only one resubmission will be evaluated, and feedback provided by the Learning Coach (see reassessment arrangements, below).   

Reassessment arrangements:

The revised work-based project should be resubmitted by the deadline of the notification of the ‘revise’ decision.  This resubmission will be evaluated by the Learning Coach, feedback will be provided and an indication of whether the revised project has met the ‘Proceed’ criteria.  No further resubmissions will be evaluated by the Learning Coach.  The student will need to address any remaining gaps regarding achievement of learning outcomes prior to reaching Gateway for the L6 Improvement Leader End Point Assessment.  Students should discuss this with their Learning Coach at their planned review meetings. 

Additional Costs (specified where applicable):

Travel, accommodation, and subsistence - Expenses when attending workshops (in the case of a workshop taking place at Greenlands or offsite). 

Last updated: 14 September 2023