Development of Lean Six Sigma Competencies through Guided Learning Sequences

Miguel X. Rodriguez-Paz; Gibrán Sayeg-Sánchez

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Industrial Engineering Division (IND) Technical Session 1
Tagged Division: Industrial Engineering Division (IND)
Page Count: 11
DOI: 10.18260/1-2--43160
Permanent URL: https://peer.asee.org/43160
Download Count: 120

Request a correction

Paper Authors

biography

Gibrán Sayeg-Sánchez Tecnologico de Monterrey (ITESM)

visit author page

Dr. Gibrán Sayeg-Sánchez is professor – consultant in the Science Department in Tecnologico de Monterrey, Puebla campus. He studied a PhD in Financial Science in EGADE Business School (2016), a MSc in Industrial Engineering in Tecnologico de Monterrey (2011), and a BEng in Industrial and Systems Engineering in Tecnologico de Monterrey (2006). Dr. Sayeg-Sánchez has more than 11 years of experience in teaching statistics, mathematics, and operations research; and more than 13 years of experience in Operational Excellence consulting. His current research interests are focused in educational innovation and educational technologies.

visit author page

biography

Miguel X. Rodriguez-Paz Tecnologico de Monterrey orcid.org/0000-0002-9975-9847

visit author page

Prof. RodrÃguez-Paz got his B.Sc. In Civil Engineering from Tecnologico de Oaxaca in 1993. He studied a M.Sc. In Structural Engineering at Tecnologico de Monterrey and got his Ph.D. from the University of Wales at Swansea in 2003 where he did research on

visit author page

Download Paper | Permalink

Abstract

Higher education students approaching Lean Six Sigma methodology often fail to develop analytic and statistic competences, which negatively impacts the adequate implementation of DMAIC cycle in real life projects. This problem creates the necessity of improving the efficiency of theoretical – practical content delivery strategies and techniques in the academic formation, such that students can be prepared for successful implementation of Lean Six Sigma. This evidence-based paper explores the implementation of Guided Learning Sequences, a content delivery technique that combines instruction, practice, and application into real life inspired problems, to develop data analysis competences related to the statistical analysis of Measure Phase in Six Sigma.

Originated at Motorola in the late 1980’s, Six Sigma has evolved into a large collection of tools that in conjunction with a managerial focus, supports the efforts to continually improve all the aspects of an organization. It is based on DMAIC cycle implementation, which stands for Define, Measure, Analyze, Improve, and Control. Literature shows that a critical factor for Six Sigma project to success is the creation of knowledge in the organization through socialization, externalization, combination, and internalization. That is, a successful Six Sigma implementation require not only a solid theoretical basis, but application and generation of practical knowledge.

The study involves 458 engineering students among two years of data collection, in which their studying preferences, their competence development, and the effect of the proposed methodology were recorded. Students were exposed to a Guided Learning Sequence located in the Learning Management System of the University, allowing the student to access it directly on their personal computers. It was assigned as a mandatory activity of the course and was available exclusively during a limited timeframe. Its structure consisted in 23 elements categorized as Contextualization elements, Demonstration elements, and Evaluation elements, which iterated to provide the student guided dynamic feedback.

Results show a significant effect on development of Measure phase’s data analysis competences due to exposure to Guided Learning Sequences, with 84% of students achieving a solid or exceptional competence level. Moreover, the study shows that students have preference for learning techniques which combine demonstrative videos and practical problems of real or simulated problems, within individually short time sessions framework. Obtained results contribute to instructional design of new Guided Learning Sequences for developing further Lean Six Sigma related competences.

Citation
Format

Sayeg-Sánchez, G., & Rodriguez-Paz, M. X. (2023, June), Development of Lean Six Sigma Competencies through Guided Learning Sequences Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43160

TY  - CPAPER
AB  - Higher education students approaching Lean Six Sigma methodology often fail to develop analytic and statistic competences, which negatively impacts the adequate implementation of DMAIC cycle in real life projects. This problem creates the necessity of improving the efficiency of theoretical – practical content delivery strategies and techniques in the academic formation, such that students can be prepared for successful implementation of Lean Six Sigma. This evidence-based paper explores the implementation of Guided Learning Sequences, a content delivery technique that combines instruction, practice, and application into real life inspired problems, to develop data analysis competences related to the statistical analysis of Measure Phase in Six Sigma.

Originated at Motorola in the late 1980’s, Six Sigma has evolved into a large collection of tools that in conjunction with a managerial focus, supports the efforts to continually improve all the aspects of an organization. It is based on DMAIC cycle implementation, which stands for Define, Measure, Analyze, Improve, and Control. Literature shows that a critical factor for Six Sigma project to success is the creation of knowledge in the organization through socialization, externalization, combination, and internalization. That is, a successful Six Sigma implementation require not only a solid theoretical basis, but application and generation of practical knowledge.

The study involves 458 engineering students among two years of data collection, in which their studying preferences, their competence development, and the effect of the proposed methodology were recorded. Students were exposed to a Guided Learning Sequence located in the Learning Management System of the University, allowing the student to access it directly on their personal computers. It was assigned as a mandatory activity of the course and was available exclusively during a limited timeframe. Its structure consisted in 23 elements categorized as Contextualization elements, Demonstration elements, and Evaluation elements, which iterated to provide the student guided dynamic feedback.

Results show a significant effect on development of Measure phase’s data analysis competences due to exposure to Guided Learning Sequences, with 84% of students achieving a solid or exceptional competence level. Moreover, the study shows that students have preference for learning techniques which combine demonstrative videos and practical problems of real or simulated problems, within individually short time sessions framework. Obtained results contribute to instructional design of new Guided Learning Sequences for developing further Lean Six Sigma related competences.

AU  - Gibrán Sayeg-Sánchez
AU  - Miguel X. Rodriguez-Paz
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Development of Lean Six Sigma Competencies through Guided Learning Sequences
UR  - https://peer.asee.org/43160
DO  - 10.18260/1-2--43160
ER  -