MQM1IL01: Strategic Thinking

Module code: MQM1IL01

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 0

Level: 6

When you'll be taught: Full year

Module convenor: Dr Sinem Bulkan, email: s.bulkan@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students:

Talis reading list:

Last updated: 19 November 2024

Overview

Module aims and purpose

This module forms part of the Henley Executive Diploma in Managing Business Transformation (Improvement Leader Apprenticeship), 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 Strategic Thinking. The module is designed to meet the specified learning outcomes of the Improvement Leader Apprenticeship Standard.

The module covers the strategic management and planning theories, concepts and techniques which are applied to support the strategy development of the organisation. It aims to develop the learner’s approach in leading strategic decisions while recognising the value and importance of having a strategic plan for continuous improvement. The module recognizes the effects of business/unit level strategic decisions and planning at a corporate level. It supports the application of improvement strategy development and deployment planning in the wider context both at the corporate level and globally.

The module also aims to expand the knowledge and understanding of emergent knowledge strategies, new ways of working, digitalisation strategies, and equality, diversity, and inclusion strategies. Key behavioural skills –professionalism, strategic thinking, safe working – for effective strategic planning and management are strongly outlined throughout the module. The learner therefore gains knowledge and understanding of how to deliver unit/business/corporate level strategies focusing not just on techniques and analyses, but also on sustainable behavioural outcomes.

In addition, the learners will also gain insights into the identification of internal and external stakeholders as well as an understanding of how to build and gain support of the strategic alliances while setting strategic direction.

Module learning outcomes

By the end of the module, it is expected that the student will be able to:

1. Develop knowledge and understanding of developing Improvement strategy and providing leadership in improvement for the business.

2. Develop knowledge and understanding of strategic planning and strategic management tools and techniques

3. Develop knowledge and understanding of analysing the current state and identify opportunities for the organisation in the wider context.

4. Develop the leadership skills of individuals who lead the strategic deployment of continuous improvement while maintaining engagement through effective communication

5. Develop the knowledge and understanding of business/unit level and corporate level strategies in relation to the competitive and global context.

6. Develop the identification of interactive relationships and strategic alignment of internal and external stakeholders at unit/business/corporate/global level.

Module content

The module covers the following topics:

• Strategic Thinking and Setting Direction

• Strategic Planning and Strategic Management Techniques (Porter’s 5 forces, SWOT, PESTLE, Ansoff’s Growth Matrix, Boston Consulting Group Growth Share Matrix, GE-Mckinsey matrix). 

• Strategic deployment of Continuous Improvement

• Policy Deployment Principles 

• Stakeholder Management and Strategic Alliances

• Creative Thinking Strategy

• Digitalisation Strategies

• Emergent Knowledge Strategies (Covid-19, Brexit, systems thinking)

• Future of Work 

• Equality, Diversity, and Inclusion Strategies

-The content should be specifically linked to the behavioural skills (Professionalism, strategic thinking, safe working).

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

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

Structure

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

Study hours

At least 7 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

The work-based projects are not marked. Evaluation of the work-based project leads to a decision of ‘Proceed’ or ‘Revise’.  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).

Summative assessment

Penalties for late submission of summative assessment

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

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

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

Reassessment

Additional costs