MQM1IL02: Process Management

Module code: MQM1IL02

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

Credits: 0

Level: Level 3 (Honours)

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: 28 May 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 Process Management The module is designed to meet the learning outcomes of the Improvement Leader Apprenticeship Standard.

The module covers the application of process thinking and the selection of tools and metrics for process capability analysis. It aims to develop the learner’s approach to identify opportunities to improve business, process performance, and maintain ongoing process control. The module covers the aspects of developing processes and resources to support improvement strategy deployment. In addition, the learners will also gain insights into presentation and reporting skills as well as understanding the importance of active listening and giving structured and constructive feedback to others. 

Key behavioural skills – team working, 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 commence and lead process mapping analysis and process capability tools and metrics at unit/business/corporate level strategies focusing not just on techniques and analyses, but also on sustainable behavioural outcomes.

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 application of process thinking techniques and tools to improve everyday business and process performance. 

2. Develop knowledge and understanding of selection of appropriate tools and metrics for process capability analysis.

3. Develop knowledge and understanding of the assessment of the organisation’s approach to analysing process capability and identify recommendations for improvement.

4. Develop knowledge and understanding of creating and communicating effective summaries.

5. Develop knowledge and understanding of the principles of A3 thinking and improve organisation’s approach to A3 thinking.

6. Develop the skills of active listening and giving structured and constructive feedback to others.

Module content

The module covers the following topics:

• Foundations of Process Management

• Process Thinking

• Process Flow Metrics

• Process Mapping and Analysis Tools (e.g., Value Stream Maps)

• Process Capability and Performance (Short-term, long-term capability)

• Benchmark Approaches to Process Capability Analysis

• Process Control

• Presentation and Reporting (A3 thinking, listening, and feedback)

-The topics should be specifically linked to the behavioural skills (Team working, professionalism, strategic thinking, and 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.

Teaching and learning activities will be delivered online.

Study hours

At least 0 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