The purpose of this module is to provide students with an opportunity to build upon their knowledge of systems thinking, and through the application of statistical thinking together with an understanding of the relevance of measurement, identify appropriate indicators to measure the outcomes of a group-based transformational action plan.

The module will focus on the measurement of organisational performance and transformation from a systems thinking perspective and will enable students to quantify process capability through data analysis and control charts.

Topics covered in the module will be drawn from two key areas:

Systems Thinking
Self-organisation systems and continuous adaptation; goals of transformation; feedback loops and emergent properties; chaos and unpredictable outcomes; network theory; emergence and application of complexity theory (entropy, non-equilibrium; instability; new patterns & structures); integrating complexity and systems theories; phase transition

Outcome Measurement
Forecasting and predictability; metrics and key performance indicators used to measure organisational transformation; statistical thinking and basic statistical concepts; standard process measurement approaches; statistical process control and improvement; process variation, process capability & performance; run charts; data analysis - variables, attributes and control charts; SPC charting software

The learning strategies will require participants to commit 300 learning hours of which 88 hours will consist of contact time.

Learning time takes two forms:

Mandatory: (Input Days delivered in Country)
Sessions will `normally' comprise the following activity types;
- seminars and workshops to generate learning conversations, discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- live and simulated case-scenario activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work related learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities
- lectures and presentations by the tutor;

Mandatory Personalised: 212 Hours of learning as determined by personalised action plan.
This learning will `normally' comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual telephone / web based tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - e.g.; professional dialogue, attendance at network meetings, which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies

University e-resources
Award resources on VLE
Award resources on netbooks
Award resources - hard copy of core module resources held in Addis Ababa

Moon, J. (2008) Critical Thinking: An exploration of theory and practice. London: Routledge.
Wallace, M. and Wray, A. (2006) Critical Reading and Writing for Postgraduates. London: Sage.
Deming, W.E. (1994) The new economics for industry, government, education; Massachusetts Institute of Technology
Flannigan, E. (1996) Process improvement: how to enhance your organisation's effectiveness; Kogan Page
Hacquebord, H. (1995) `When 2+2 is not equal to 4'; Paper presented to the Ohio Quality and Productivity Forum, 9th annual conference
Wheeler, D. (1993) Understanding variation: the key to managing chaos; SPC Press
Young, D. & Neave, H (1999) Simple process control in the office; British Deming Association

An essay (2500 words) to assess learning outcomes 1 & 2 (50% weighting)
A report/action plan (2500 words, excluding SPC run chart) to assess learning outcomes 3 & 4 (50% weighting)

Students must have passed the Certificate Stage modules of the award before enrolling on this module.