MQM3IL08: Improvement Methods and Strategies

Module code: MQM3IL08

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), 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 Improvement Methods and Strategies. The module is designed to meet the learning outcomes of the Improvement Leader Apprenticeship Standard.

The module covers the principles of Lean, Six Sigma and other improvement methodologies and strategies to enable continuous improvement strategy and to support business transformation. The module will equip the learners with the skills and knowledge required to align improvement methods and tools with organisational goals while critically reviewing the outcomes and identifying the gaps for improvement. The module is designed around several interrelated topics such as Self-Development (operational excellence), Lean concepts and tools, Six Sigma Methodologies, principles, and methods to deliver business benefits, and benchmarking. 

The module extends the knowledge to the wider context by linking the improvement strategy (e.g., Lean) to the business planning cycle, analysing current state and opportunities, and engaging with external enterprise to extend and strengthen the organisation’s transformation strategy. The module also aims to develop the learner’s skills in terms of assessing the organisation’s approach to latest thinking in continuous improvement, methods and tools selection, deployment of improvement methods and strategies, and benchmarking. The module also introduces future intervention areas for continuous improvement. 

Key behavioural skills – drive for results and strategic thinking –are strongly outlined throughout the module. 

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 latest thinking in continuous improvement and operational excellence.

2. Develop knowledge and understanding of Lean, Six Sigma, and other improvement methodologies and strategies. 

3. Develop the skills to translate and communicate fundamental Lean concepts for application to a wide range of business functions. 

4. Develop the skills to communicate the importance of appropriate methods and tools to others and enable the organisation to make effective decisions through learning and tools. 

5. Develop the skills to assess the effectiveness of a Lean strategy and make recommendations for improving outcomes. 

6. Develop the skills to execute a benchmarking strategy to support an improvement programme.

Module content

The module covers the following topics:

• Self- Development (Latest thinking in Continuous Improvement and Operational Excellence). 

• Principles and Methods 

• Lean Concepts and Tools (Lean and Continuous Improvement Methodologies, PDCA, Waste Elimination, Cycle Time Reduction, Kaizen, Value Stream Mapping, Just in Time, TOC: Theory of Constraints, OEE: Overall Equipment Effectiveness

• 6 Sigma (DMAIC: Define, Measure, Analyse, Improve, Control Methodologies)

• Design for 6 Sigma (DMADV: Define, Measure, Analyse, Design, Verify)

• Benchmarking

-The topics are specifically linked to the behavioural skills (Drive for results and strategic thinking).

-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 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