Course Name
Time Allocation in
Minutes Description Category Delivery Method
5S 1 hr. 10 min.
5S is a Lean method designed to eliminate waste by establishing a place for everything and putting everything in its place. The five “S’s” represent Sorting, Storing, Shining, Standardizing and Sustaining. Each of these activities is carefully explained during this course so that students understand what 5S is or is not, as well as the benefits of 5S. Examples and an interactive
simulation help illustrate 5S in the workplace. Experienced eLearning
Pre-Score 5S 1 hr.
Participant will be able to define 5s (Sort, Store, Shine, Standardize, Sustain) and the purpose to prepare a work area for improvement. Visual Control will be introduced as well to ensure visual signals are developed to provide an
immediate understanding of the area by employees to be used by employees. Basic Classroom
5S 1 hr. 30 min.
Participants will be able to describe the benefits of 5s, state what 5s is and what it is not, how to complete a 5s event and understand the key methods
for sustaining 5s Basic Classroom
Foundational 5S 1 hr.
Participants will be know what 5s is, what it looks like, and the main tools of 5s: Shadow Boards,Point of Use Tools, Color Codes, 5s Zone Map, 5s Improvement Plan, 5s Plus Audit, and Radar Charts. Participants will also
learn about the daily 5s Genba walks. Basic Classroom
ANOVA - Analysis of
Variance 1 hr.
Concepts covered in this course include ANOVA (also called Analysis of Variance), sum of squares, and mean square error. A detailed process for executing a successful ANOVA is demonstrated and calculations are
practiced using Minitab. Advanced eLearning
ANOVA Part I 1 hr. 30 min.
At the end of this module, participants will be able to discuss the key concepts of Analysis of Variance (ANOVA) sum of squares and mean square error and the purpose of the technique when you have more than 2 levels for an X factor. Participants will demonstrate calculating an ANOVA table by hand to develop an understanding of how the variation is partitioned to construct the
table followed by Minitab examples. Experienced Classroom
ANOVA Part II 1 hr.
Similar to ANOVA Part I, emphasis in this module will be on evaluating the
Attribute Measurement
Systems 1 hr. 12 min.
This module explains how to assess the capability of a measurement system and why this task is critical to measurement success. Participants learn about Attribute R&R and where Gage R&R fits in the DMAIC roadmap. This course is ideal for introducing measurement system concepts to all levels of your
organization or as a refresher course for Six Sigma practitioners. Advanced eLearning Basic Attribute
Measurement Systems 33 min.
This module introduces Attribute Repeatability & Reproducibility, and explains how to assess the capability of a measurement system and why this task is
critical to measurement success. Experienced eLearning
Measurement Systems
Analysis 2 hr. 30 min.
At the end of the module, participants will be able to define Measurement Systems Analysis and explain the fundamental measurement concepts including accuracy, precision(reproducibility & repeatability) and resolution. Participants will perform measurement studies for both attribute and
continuous data including analysis and interpretation. Experienced Classroom
Variable Measurement
Systems (Basic) 15 min.
This modules provides an overview of Variable Repeatability & Reproducibility concepts. The Variable R&R tool is used when operators are measuring continuous or variable data such as time, height, weight, and pressure. These studies are used to prove whether an individual can repeat the same
measurement process, and if a different individual will be able reproduce the same measurement process. Variable Measurement Systems are also used to identify whether the variation observed within data is due to the process itself or the way in which the process is being measured.
Experienced eLearning Variable Measurement
Systems Analysis (Level 2) 1 hr. 22 min.
This module introduces Variable Repeatability & Reproducibility
measurement systems and the related concepts of Accuracy, Resolution and
Precision. Advanced eLearning
Basic Capability Analysis 1 hr. 14 min.
This module provides a thorough understanding of what it means to perform a capability analysis, and the benefits that can be gained from quantifying the capability of a process. The course covers several concepts such as short-term vs. long-short-term capability, various capability metrics, and a four-step process for calculating capability for both attribute and variable performance characteristics.
Capability Analysis 2 hr. 7 min.
This module provides a thorough understanding of what it means to perform a capability analysis and the benefits that can be gained from quantifying the capability of a process. It covers several concepts such as short-term vs. long-term capability, various capability metrics, and a four step process for
calculating capability for attribute and variable performance characteristics.
Experienced eLearning
Process Capability 2 hr. 30 min.
By the end of this module, participants will be able to discuss the fundamental concepts of process capability including short term & long term, Capability Metrics, and establishing average baseline performance versus entitlement on their projects. Participants will practice caculating Process Capabiity using Mintab for attribute data (binomial, Poisson) and continuous data (individual, subgroups, normal and non-normal data). As an option, participants can
learn about other Capability Metrics (Cp, Cpk, Pp,PpK). Basic Classroom
Capability 3 hr.
Participants will understand fundamental process capability concepts including VOP vs. VOC, Short term vs. Long term, 1.5 Sigma shift, and rational subgroups. Process capability metrics will be calculated to demonstrate process performance as it relates to customer requirements (DPMO, PPM, Sigma Level, dpu & RTY). Participants will calculate process
capability for both discrete and continuous situations. Basic Classroom
Basic Factorial Experiments 1 hr. 36 min.
This course covers Full Factorials and introduces 2K Factorials. General factorial experiment design and analysis are demonstrated, and several concepts are introduced including main effects and interactions, as well as key DOE terms. In addition, this course shows how to derive Y as a function of X. This module is intended for Six Sigma practitioners, team members, and process owners. Introduction to DOE is a required prerequisite for this
course.
Advanced eLearning
Full Factorial Experiments 1 hr. 30 min.
At the end of the module, participants will be able to demonstrate factorial experiment set-up and analysis including the concepts of main effects and interactions. Participants will also practice using ANOVA to analyze a full
2K Factorials 1 hr. 30 min.
Participants will learn about and practice two-level factorial designs. 2k factorial notation will be explained and using contrasts for calculating main effects and interactions will be demonstrated. In completing the analysis for a 2k factorial experiment, participants will calculate % Sum of Square, use the mathematical model and learn about the optimizer to help with various
scenerios. Advanced Classroom
Introduction to Design of
Experiments 49 min.
This module introduces the basic concepts behind Design of Experiments (DOE). It covers strategies for determining the critical inputs to drive the important outputs, the DOE method, and possible barriers to applying DOE in the real world.
Advanced eLearning
DOE Intro 1 hr.
Participants will be able to define the concept of statistically designed experiments and how it is more effective and efficient than "one factor at a time" or "guessing". A receipe for conducting an experiment will be
demonstrated using a simple golf example (club and ball type). Participants
will be aware of the terminology used in DOE. Experienced Classroom
Fractional Factorials 1 hr. 30 min.
By the end of this module, participants will be able to understand the concept of a Fractional Factorial design as well as its advantages (similar results with less implementation costs) and disadvantages (confounding, alias).
Emphasis will be on the when to apply Fractional Factorials (screening). Participants will also demonstrate and practice the complete design and
analysis of fractional factorials. Experienced Classroom
Attribute DOE 1 hr. 30 min.
Participants will be able to define Y=f(x) with catdgorical dependent variables. Analysis of Means (ANOM) provides an approach for evaluating proportions sorted by levels of an X. Other options will be reviewed including 2k factorial designs for simple experiments as well as introducing Binary Logistic
Regression Experienced Classroom
Basic Statistics 1 hr. 4 min.
This comprehensive module discusses data types, introduces populations versus samples, and describes measures of central tendency and variation. This module also covers frequency distributions and discusses long-term versus short-term variation, DPMO, and DPU.
Basic Statistics 2 hr. 30 min.
At the end of this module, participants will define and use examples to
demonstrate the different types of data, continuous and discrete and learn the difference between population data sets and samples. Participants will be able to calculate the measures of central tendency (mean, median & mode), measures of spread (range, variance, standard deviation) and concepts of shape (frequency distribution and normal distribution). Module will introduce
control charts as the tool to determine process behavior. Basic Classroom
Basic Statistics 2 2 hr. 30 min.
At the end of the module, participants will be able to define the fundamental measures of central tendency (mean, median & mode) and measure of variation (range, variance and standard deviation). Time series plots will be introduced as an approach for determining process stability. Participants will be introduced to Normal Distribution and measures of shape (Anderson-Darling Test for Normality, Skewness, Kurtosis)as well as probability and other probability distributions Binomial, Poisson, Exponential and Gamma
distributions. Experienced Classroom
Introduction to Statistics 1 hr. 37 min.
The ability to understand and use statistical data is crucial to the success of any Lean Six Sigma project. This module introduces basic statistical concepts including populations and sampling, measures of central tendency, and measures of variation.
Advanced eLearning
Basic Tests of Hypotheses 1 hr. 31 min.
This module introduces the concept of statistical hypothesis testing, defines the null and alternate hypotheses, provides a general method for constructing a hypothesis test and demonstrates how to use MINITAB for hypothesis testing. This module is intended for Six Sigma practitioners, team members and process owners.
Advanced eLearning
Statistical Analysis 2 hr. 30 min.
Participants will be introduced to the fundamentals of Hypothesis Testing including defining the null and alternate hypothesis. Use of the Hypothesis Testing Roadmap to select the appropriate hypothesis test will be
emphasized. Participants will complete the fundamental hypothesis tests including 2 sample proportion test, contingency analysis, 2 sample t-test,
Mean and Variance Tests 2 hr.
At the end of this module, participants will be able to use Minitab for
conducting hypothesis tests for means and variances. Starting with one data set compared to a target, one sample t test and one sample variance will be shown. Emphasis will be on comparing two data sets to each other (two sample t test, test for equal variances) as a common technique for making comparisons in process improvement as well as the unique situation when items can be paired appropriated (paired t test). In all cases, Minitab will be used to determine appropriate sample sizes based on risk tolerance and
practical aspects. Experienced Classroom
Proportion Tests 2 hr.
Participants will learn about and practice hypothesis tests for proportions including 1-proportions test, 2-proportions test and multiple proportions test
using Analysis of Means (ANOM) Experienced Classroom
Hypothesis Testing 44 min.
Using Hypothesis Testing, practitioners learn how to prove and disprove
theories, leading to more sound and statistically-based decisions. Advanced eLearning
Introduction to Hypothesis
Testing 1 hr. 30 min.
Participants will learn about the fundamentals of Hypothesis Testing and why it is used for analysis. Using the legal system, a method will be demonstrated and practiced for Hypothesis Testing stressing the correct definition of the null and alternate hypothesis. A Roadmap will be introduced as a job aide for Hypothesis Testing and a couple of examples wil be demonstrated using the
roadmap. Advanced Classroom
Brainstorming Techniques 37 min.
Brainstorming is one of the key tools used to generate ideas and solutions. In this course, students will learn about six types of brainstorming techniques: Imaginary Brainstorming, HIT Matrix, Concept Tree, SCAMPER, Brainwriting
6-3-5 and Random Stimulus. Basic eLearning
Generating Solution Ideas 24 min.
In this course, students will learn a variety of tools used to produce solutions aimed at reducing the effects of root cause issues. Techniques explored include brainstorming, benchmarking, open innovation, and biomimicry. Students will also learn how to group and clarify ideas in preparation for
evaluating solutions. Experienced eLearning
Generate Solutions 2 hr.
Participants will learn about and practice a variety of brainstorming tools to generate solutions. Basic creative thinking techniques will be described and
demonstrated by participants. Basic Classroom
Building a C&E Matrix 15 min.
This course describes how to build and analyze a cause and effect matrix, or “C&E Matrix.” The C&E matrix links the critical-to-quality aspects of a process to the previously identified causes and effects. It is a very useful tool for prioritizing the factors that have the highest impact on customer
satisfaction, and choosing the correct factors that require further
Identify X's 1 hr. 30 min.
Participants will learn and construct various approaches to identifying potential causes. Methods include the Cause & Effect Diagram ("fishbone") to identify potential X's asking "5 Whys", and using a Cause and Effect Matrix
to link potential process X's to key customer requirements. Basic Classroom
CE Tools 1 hr. 30 min.
Participants will learn and construct various approaches to identifying potential causes. Methods include the Cause & Effect Diagram ("fishbone") to identify potential X's and using a Cause and Effect Matrix to link potential process X's to key customer requirements. A Tree Diagram approach will be
introduced as a visual method for converting goals into actionable items. Basic Classroom Fishbone Diagrams 14 min.
This module introduces the Fishbone Diagram, its purpose, and its
application. It also explains how to construct a Fishbone Diagram. Basic eLearning
Control Plans 1 hr. 30 min.
Participants will practice developing a control plan to plan, execute and monitor the process. Plans to transition the improvement to the appropriate
process owner will be made using the Project Transition Action Plans (PTAP). Basic Classroom
Building a Control Plan 25 min.
The control plan is one of the most essential tools in process excellence. It allows practitioners to gain buy-in for the solution, establish sustainable improvements, and transition ownership of the process back to the team. In
this module, students will learn how to complete this document. Basic eLearning
Intro to Control 1 hr.
At the end of beginning of this module, participants will develop a control plans to initiate systems to maintain the improvement. Emphasis will be made on completing a Project Transition Action Plan (PTAP) as a means of
effectively transitioning the changes to the operational personnel and Process Owner. Module will conclude with an introduction to 4th Generation
Management Concepts including the use of the Joiner Triangle. Experienced Classroom
Building an FMEA 30 min.
The Failure Modes and Effects Analysis, or FMEA, identifies key errors, assigns severity, determines occurrence, and identifies the ease of detection of those errors. In this module, students will learn to use the risk assessment tool to identify critical "failure modes" so that potential issues can be
FMEA 1 hr. 30 min.
Participants will learn about a structured technique referred to as Failure Modes and Effects Analysis (FMEA) The tool is used by a group to evaluate each step in a process and assess potential risk by evaluating what could go wrong, its impact and what is used to detect or control the risk. Participants will explain the fields on a FMEA tool and practice creating several rows of a
FMEA tool. learn the technique and practice Basic Classroom
Chi Square Test 17 min.
This module discusses how to deal with hypothesis tests when both the X and Y are attribute or discrete data and the levels of interest are greater than 2. It demonstrates how to select the appropriate test, how to arrange the data and perform the test in MINITAB, and how to interpret the results. Contingency tables and chi-square tests are among the most simple hypothesis tests. However, they provide the same values to the business as more
sophisticated tests, such as ANOVA or Regression Analysis. Advanced eLearning
Contingency Tables 2 hr.
Participants will be able to discuss contingency table analysis for attribute data and demonstrate manual calculation. Minitab will then be used to practice contingency table analysis to determine if factors are independent (Ho) or dependent (Ha). Participants will also practice using chi-square Goodness of Fit analysis used to determine if the data follows an assumed
distribution or not. Experienced Classroom
Sample Size 2 hr.
Participants will be introduced to sample size considerations for estimation (how many do I need to estimate a population parameter). The different types of hypothesis testing errors (Type I-alpha & Type II-Beta) will be reviewed from a practical standpoint along with the fundamental terminology for sample size (power, critical difference, delta and specific test). Using Minitab,
participants will practice calculating sample sizes for estimation, 1 & 2 sample
t tests, 1 & 2 proportions test and 1-2 sample variance tests Experienced Classroom
Confidence Intervals 52 min.
This module on confidence intervals introduces several approaches for quantifying the statistical uncertainty of sampling. It explains how to use sample statistics to calculate and interpret confidence intervals for the population mean, the population standard deviation, and the population
proportion. Advanced eLearning
Confidence Intervals 1 hr. 30 min.
By the end of this module, participants wil be able to describe the difference between populations and samples and understand how statistics vary around the parameter they estimate. Participants will practice the most common methods of estimating confidence intervals for means, standard deviations
Central Limit Theorem 1 hr. 30 min.
Participants will learn about and experience the Central Limit Theorem(CLT), a fundamental theorem in statistics. Session will confirm the validity of the CLT with both normal and non-normal data. Applications of the CLT will be
demonstrated using Control Charts and MSA. Experienced Classroom
Constructing Control Charts 1 hr. 39 min.
This module describes the types of Control Charts used in monitoring and controlling a process, including Xbar-R, I-MR, P and NP, and U and C charts. The module explains how to manually construct each chart by calculating control limits, setting zones and plotting data, and demonstrates how to create each chart type in Minitab. In addition, the module discusses the guidelines for selecting the appropriate chart type and how to interpret chart results.
Advanced eLearning
Introduction to SPC 59 min.
From the history of SPC to the difference between common cause and special cause variation, this course describes how to use SPC to measure and control process variation. Run Charts and Control Charts are illustrated and defined, and the rules for interpreting the charts are described in detail. Finally, the course discusses how Control Charts can be used to assess
variation and take action to improve processes. Advanced eLearning
Introduction to SPC 2 hr.
Participants will learn about the history of Statistical Process Control and the appropriate use of control charts to control the X's and monitor the Y's. Using Minitab, participants will practice constructing and interpreting (standard rules of interpretation) of continuous and discrete control charts. Emphasis on using control charts to detemine the four stages of a process control vs.
process capability. Basic Classroom
Introduction to SPC 1 hr. 30 min.
Participants will learn about the history of Statistical Process Control and the guidelines for using control charts to control the X's and monitor the Y's. Participants will practice using the Shewhart PDSA cycle, run charts and X-R
control charts. Basic Classroom
Variable SPC 1 hr. 30 min.
Initially, participants will be able to interpret control charts using the 8 Control Chart rules. Appropriate action based on special or common cause will be emphasized concerning the strategy for improvement. Participants will practice constructing and interpreting an X-R chart as well as discussing in-depth rational subgrouping. The Individual Measurement Moving Range Chart will be introduced as an alternative for individual points that cannot be
Attribute SPC 1 hr.
Participants will practice using a roadmap for control chart selection to be able to select the correct chart. During the remainder of the module,
participants will practice constructing and interpreting Attribute Control Charts
(p,np,c,u). Basic Classroom
Control Methods 18 min.
The purpose of control methods is to reduce the potential for any defect to occur. This module will review a variety of control methods, as well as their
ability to detect and prevent defects. Experienced eLearning
Mistake Proofing 1 hr. 30 min.
By the end of this module, participants will be able to define mistake proofing as well as describe the benefits. Participants will learn a specific steps for
mistake proofing and practice applying the technique Experienced Classroom
Mistake Proofing 25 min.
Mistake proofing is based on the concept that errors can be avoided if the appropriate mistake proofing techniques are used. This module reviews the techniques that can be used to mistake proof a process as well as the eight behaviors that lead to mistakes. This module also compares mistake proofing
to the common types of control methods. Experienced eLearning
Mistake Proofing 2 hr.
At the end of the module, participants will be able to explain why mistake proofing is better than inspection. Different types of mistake proofing
techniques will be practiced to demonstrate utility. Basic Classroom
Preventing Human Error 50 min.
This course explains how human factors result in errors. It presents three modes of human behavior and the most typical errors that humans make when operating in these modes. The course also explains ways in which to
prevent human error. Basic eLearning
Creating Pareto Charts 17 min.
This module introduces the Pareto Principle, which suggests that a large majority of problems (80%) are produced by a few key causes (20%). It also demonstrates how to construct and analyze a Pareto Chart.
Experienced eLearning
Current State Value Stream
Maps 41 min.
This course explains a primary Lean concept, value stream mapping, and its role in identifying waste in and between processes. The course explores the aspects of a value stream -- all actions and process steps, both value-add and non-value-add -- required to create a product or service. Concepts such as SIPOC, top down flow chart, process flow mapping, and RBWA are discussed in the 8-step process to creating a value stream map. The course
requires an understanding of process flow mapping. Experienced eLearning
Value Stream Map Future
State 2 hr.
Participants will be able to answer questions concerning the demand, material flow, information flow and supporting improvements. Using a case study, participants will learn about and practice answering 8 questions as a logical
Future State Value Stream
Maps 29 min.
This module explains the concept of a "Future State" Value Stream Map. It discusses how to design the Future, or Ideal, State of a process using Lead Time, Cycle Time, and Takt Time. It also describes methods to achieve the Future State, including Spaghetti Diagrams, Cellular Layout, 5S, and Visual
Controls. Experienced eLearning
Define As IS 2 hr. 30 min.
Participants will be able to develop various types of process maps (Macro map, Process Flow Diagram, Value Stream Map & Spaghetti Diagram) to clarify the current state. Identify and see waste in a process (WORMPIIT) and to clarify value-added and non-value added activites(hidden factory) will
be emphasized. Basic Classroom
Define the As-Is VSM 1 hr. 30 min.
Participants will review the various approaches to mapping a process (Macro, SIPOC, Process Map with Swim Lanes, and Detailed Process Map).
Emphasis will be on the creation of Lean Value Stream Map and how to use it
effectively for improvement. Basic Classroom
High-Level Process Maps 24 min.
In this module, students are introduced to high-level process maps, specifically Macro Maps and SIPOC Diagrams. Coverage includes the purpose of each map, the steps necessary to create each map, and a
demonstration of how to apply each map. Experienced eLearning
Mid-Level Process Maps 31 min.
Mid-level process maps provide a clear and in-depth understanding of a process in order to improve it. In this module, students learn how to create a Process Flow Diagram that leverages Value Add/Non-Value Add analysis, and also how to create a Swimlane Map that correlates process steps with
accountability. Experienced eLearning
Process Analysis Tools 31 min.
This module explains the purpose of process analysis tools and examines when they should be used. It includes specific instructions for how to create a Detailed Process Map and Standard Work Combination Sheet, two widely-used approaches to process analysis.
Experienced eLearning
Spaghetti Diagrams 17 min.
Spaghetti Diagrams are used to document the movement of people and resources during a process. This module explains how to create a Spaghetti
Diagram, as well as how to analyze the results to reduce wasted movement. Experienced eLearning
Data Collection 39 min.
Proper data collection is critical to the correct analysis and reporting of key business metrics. The fundamental topics covered in this module include, discrete vs. continuous data types, scales of measurement, specific data collection principles, converting attribute data to variable data, sample size considerations, sampling strategies and data gathering strategies.
Data Collection 1 hr.
Participants will be able to the importance of using data in each of the DMAIC phases. Emphasis will be on clarifying the purpose of data collection and utilizing key data collection principles including attribute & continuous data, considerations for sample size and sampling strategies(random, stratified random, systematic, clustered) and data collection methods (manual and
automatic). Basic Classroom
DMAIC for Teams 1 hr. 16 min.
This course examines team member responsibilities and project objectives in each phase of the Six Sigma process. It is designed specifically for
individuals who will be participating on a Six Sigma project team. Basic eLearning
Evaluating Solution Ideas 26 min.
Evaluating and prioritizing ideas is key to understanding which solutions should be implemented for long-term success. This module includes a review of the solution selection process and discusses several tools that can be used to prioritize and evaluate ideas. It also addresses ways to gain agreement
within an organization. Experienced eLearning
Evaluate Solutions 2 hr.
This module will emphasize various approaches for narrowing down the list of solutions using group techniques to gain a shared understanding and
commitment. Affinity Diagrams will be used to group and clarify solution ideas and clarify selection criteria. Various prioritization techniques will be introduced and practiced (n/3, Impact/Ease matrix, Pugh selection matrix and
EPIC Matrix) as well as gaining agreement using facilitation skills. Basic Classroom
Flow 39 min.
This module introduces the concept of Flow, which is the balancing of internal resources to meet external demand. Topics include Takt Time, Cycle Time,
Lead Time, Work Flow Balance, Standard Work and Cellular Design. Experienced eLearning
Flow 2 hr.
Participants will be able to define the concept of flow and how it applies to their projects. Emphasis will be on practicing and demonstrating the use of the tools required to implement flow including Takt time, standardized work, and workload balancing. Kanban, as a pull technique where one flow is not possible,will be demonstrated with emphasis Kanban squares and kanban
Lean Process Analysis 3 hr.
At the end of the module, participants will know about the key lean approaches for creating the Future State. Starting with creating a "Visual Factory", 5s and Visual Management as the foundation of a lean
environment. Improving flow will be stressed included the elements of Takt Time, Line Balancing, Standardized Work and Changing Work Layout. Participants will also gain an awareness of the tools used to control flow, push
versus pull, Kanban, FIFO, and the use of supermarkets. Basic Classroom
Inside the Innovation Elite 41 min.
Inside the Innovation Elite briefs business leaders on the exciting
developments of standout performers in innovation, and demonstrates proven methods that create successful, sustainable innovation programs. This online executive briefing reveals the five disciplines that firms in the forefront of innovation use to drive growth, meet the ever-changing needs of customers, and revitalize internal processes to embrace change. This briefing is ideal for C-level executives who are concerned about their company's ability to stimulate organic growth.
Experienced eLearning
Introduction to Innovation 23 min.
In this introductory course, students will learn why innovation is critical to the long-term success of their business. They will also learn the key principles of
innovation and how it works with existing process improvement programs. Basic eLearning
Introduction to Lean 41 min.
Appropriate for all levels of the organization, this introductory course provides a high-level, interactive overview of the fundamental concepts of Lean. Approaching the topic from both a practical and a historical perspective, the course introduces Lean’s central tenet – the elimination of waste and the identification of value-added activities. Students will also learn how the origins
of Lean influenced other key concepts including value, flow and pull. Basic eLearning
Introduction to Lean Six
Sigma 50 min.
Appropriate for all levels of the organization, this introductory course provides a high-level overview of the fundamental concepts of Lean Six Sigma. It describes the Lean Six Sigma methodology, the role of a Lean Six Sigma
Black Belt, and what it takes to create a successful Lean Six Sigma culture. Basic eLearning
Introduction to Minitab 45 min.
This introductory Minitab course introduces Windows, Toolbars, Projects, Worksheets, Data Types, and Basic Functionality. It includes a project example.
Intro to Minitab 1 hr.
Participants will be introduced to MINITAB structure(main windows,menu structure,tool bars and keyboard commands)and how to navigate.
Participants will learn to use various data entry and manipulation techniques as well as the preferred data structure for analysis (stacked), Construction
and interpretation of basic graphs will be introduced at this time. Basic Classroom
Minitab Part 2 1 hr. 30 min.
Participants will create and interpret core(Graphs menu) and
convenience(Stat Menu) graphs in Minitab. Use of the Brushing function supporting data analysis and interpretation will be demonstrated. Participants will practice customizing graphs through both dialog box and graph editing
tools as well as storing a graph layout in a data window. Experienced Classroom
Job To Be Done 20 min.
The Innovation job to be done is the key to fulfilling client needs. In this course, students will learn how to identify and understand the jobs their
customers want done, as well as a process to articulate those desires. Experienced eLearning
Jobs to be Done 45 min.
A key first step in all innovation efforts is to define the "Job to be Done" from the customer perspective. Module Participants will learn about identifying JTBD and describing different types of jobs (Main, Functional, Personal & Social), explore the use of a customer Job Stream Map and using the structure of job statements to clarify the JTBD. Module also includes a method of identifying innovation opportunities based on customer JTBDs and
how important and satisfied they are with these JTBD. Experienced Classroom
Job Scoping 45 min.
Module will introduce the Job Scoping method as an approach for redefining and scoping the JTBD. It also will enable the participant to see different
perspectives and the nature behind the problem. Experienced Classroom
Kanban 27 min.
This course discusses the concept of “Kanban” which simply means “visual signal.” It introduces how to use Kanban to control the movement and
production of new inventory. Experienced eLearning
Kanban 1 hr. 30 min.
Participants will be able to define Kanban and know the different types of Kanban (Kanban Square, Signal, Production, withdrawal and supplier kanbans will be reviewd. Participant will be able to calculate Kanban sizes
and will be introduced to Little's Law as a way to determine lead time. Experienced Classroom
Kano Analysis 9 min.
This module outlines the purpose of the Kano model and how it links customer requirements to customer satisfaction in products or services. In addition, this module outlines how the Kano model helps create differentiation and a competitive advantage.
Outcome Expectations 15 min.
Outcome expectations are the expectations that surround an innovation job to be done. In this course, students will learn how to identify the outcome expectations for a specific job to be done, how to measure importance and satisfaction for outcome expectations and how to calculate and prioritize new
opportunities that are the result of understanding outcome expectations. Basic eLearning
Outcome Expectations 45 min.
Module will define Outcome Expectations, point out the different types of Outcome Expectations, and provide a sentence structure for forming good Outcome Expectations. Participants will learn a method for Identifying Opportunities and identifying outcome expectations that are underserved. Customer Segmentation based on outcome expectation groups will be
introduced as an alternative to demographic segmentation. Experienced Classroom
Project Closure 38 min.
Effectively driving projects to closure is critical to sustaining gains long-term. This course details the key steps to successful project closure, including closing and handing-off projects, understanding and embracing solutions, and tracking project gains. It describes best practices, including an industry-tested
project closure process. Basic eLearning
Project Closure 1 hr.
Participants will learn about appropriate project closure including ensuring project transition (PTAP form) as well as reviewing the major elements of the
final report submitted for certification. Basic Classroom
Project Definition 1 hr. 30 min.
This course explains the metrics necessary to create well-defined projects, including primary and consequential metrics, baselines, entitlements and targets. The course also describes the process for writing an appropriate
objective statement and how to quantify the financial impact of a project. Experienced eLearning
Determine Project
Objectives 1 hr. 30 min.
To ensure an improvement project is off to a good start, participant will focus on determining project metrics (primary, secondary, consequential) and establish a baselinefor the project primary metric. The problem and objective statements will be established for participant's project and an estimated
financial benefit. Basic Classroom
Project Identification 55 min.
through the application of business metrics. This module introduces the importance of accurately identifying and scoping projects and the tools necessary to accomplish those tasks. This course is designed for anyone
who is involved in identifying, scoping and prioritizing projects. Experienced eLearning
Project Prioritization 1 hr. 27 min.
This course introduces a powerful process for recognizing and prioritizing projects using a Cause & Effect Matrix.
Project Scoping 1 hr. 22 min.
In order to be successful, projects must be properly scoped to the right level of complexity before being handed over to a project team. This course uses a real-world example to illustrate the project scoping process, which includes defining the business issue and scoping it into a project idea.
Experienced eLearning
Define Scope 2 hr.
A key aspect of every improvement project is to scope it properly. This module enables participants to identify the business gap, create Macro and SIPOC diagrams, and translate the "Voice of the Customer" into outcome expectations. Qualitative and quanititive tools will be introduced to help with
scoping the project. Basic Classroom
Provocation and Movement 26 min.
Provocation and Movement is designed to shock people out of their standard pattern of thinking. This course will demonstrate the Provocation and
Movement technique and provide the steps necessary to conduct it within a
team. Basic eLearning
Sustainable and Predictable Innovation for Organic
Growth 1 hr.
Participants will be able to define Innovation and learn about key innovation principles (Job to be Done, Outcome expectations), processes, tools & techniques. You will also be able to assess your innovation portfolio and
understand the Four(4) Growth Strategies for organic innovative growth. Basic Classroom
Roadmap for Innovation
Process & Techniques 45 min.
Participants will learn about execution phases of an innovation project (Define, Discover, Develop, Demonstrate), the substeps under each of the four phases,and the tools and techniques to consider using during the
innovation effort. Module provides the framework for the entire workshop Basic Classroom
Pull 32 min.
This module defines the Lean concept of Pull, and how to build a Pull system to regulate the flow of production. As part of the discussion, it covers how to
calculate lead time and work-in-process, Little's Law, and Kanban. Experienced eLearning
Pull 1 hr.
At the end of the module, participants will be able to describe the concept of Pull and why it is better than the traditional push systems. The advantages and disadvantages will be contrasted between single piece and batch flow with strong emphasis on reducing batch size. Participants will experience a simulation that provides practical experience as it relates to high inventory
and process steps with extensive variation (Folders) Experienced Classroom
Pull 1 hr. 30 min.
By the end of this module, participants will be able to define a Pull System, distinguish between a Push and Pull system, calculate a reorder point, and
Reducing Setup Time 31 min.
Reducing the time it takes to move from one process to another is critical to improving productivity, quality and customer satisfaction. In this module, students will learn the best method to document long setups, as as well as
the 5-step process for reducing setup time. Experienced eLearning
Set-up Reduction 1 hr.
By the end of this module, participants will be able to define Set-up Time and
complete a Set-up Time Reduction Chart Basic Classroom
Simple Linear Regression
and Correlation 48 min.
This module introduces simple Linear Regression and how it can be used to study the relationship between a continuous Y and continuous X variable. It discusses how the regression line can be used to predict the value of Y for a given value of X.
Advanced eLearning
Regression & Correlation 2 hr.
Participants will become familiar with simple linear modeling and practice using Minitab (and Excel) for construcing least squares model. Interpretation of the output (scatter diagram with best fit line, regression equation, R-squared) will be emphasized as an approach for estimating Y=f(x). Module will conclude with an introduction to correlation (strength of the linear
relationship) and how it relates to regression. Experienced Classroom
Advanced Regression 2 hr. 30 min.
At the end of beginning of this module, participants will review and practice simple linear regression with emphasis on predicting and forecasting with regression models. Higher order models (curvature) will also be reviewed. Participants will be able to complete a Multiple Regression Analysis using multiple X's and practice observing models for Multicollinearity and selecting the best model. Automatic methods (Best Subsets and Stepwise) will be
reviewed as well as multiple binary logistic regression. Experienced Classroom
Intro to Logistic Regression 1 hr. 30 min.
Participants will be able to define Binary Logistic Regression and know when to use (discrete Y). Participants will also develop an awareness for the purpose of the tool and why it was necessary. Participants will practice with data sets using Binary Logistic Regression with emphasis on interpretation
and implications of the analysis. Experienced Classroom
Creating a Pilot Plan 18 min.
A pilot allows teams to test and revise solutions before deploying them across an organization.The focus of this module is the 8-step roadmap
recommended for piloting solutions. Basic eLearning
LSS Pilot and Implement 1 hr.
After reviewing the benefits of piloting, participants will describe and create a Pilot Implementation Plan using the Implementation Roadmap. The
importance of confirming the solutions and tips for full scale implementation
Six Sigma from 50,000 Feet 1 hr.
Appropriate for all levels of the organization, this introductory course provides a high-level overview of the fundamental concepts of Six Sigma. It describes the Six Sigma methodology in detail, the meaning of the Six Sigma Black
Belt, what it takes to create a Six Sigma culture and why Six Sigma works. Basic eLearning
Six Sigma Literally Speaking 46 min.
This course explores the meaning behind the phrase "Six Sigma." It illustrates how Six Sigma can be put to practical use inside an organization to affect change, and describes the fundamental concept of variation. In addition, the course explores the cost of poor quality to an organization. The concepts are explained in a simple-to-understand format appropriate for all levels of the organization.
Basic eLearning
Six Sigma Metrics 1 hr. 12 min.
This module describes the key concepts and metrics used when defining a performance improvement project. Concepts covered include the four types of project metrics, calculations for baseline, entitlement and benchmark, defects vs. defectives, classical yield vs. rolled throughput yield, and the role of DPMO and sigma levels.
Experienced eLearning
Process Metrics 2 hr. 30 min.
Participants will learn about selecting the right types of metrics for their projects. The 5 key types of Project Metrics (Primary, Secondary, Consequential, Business, Financial) and good characteristic of process metrics (meaningful, actionable, timely, critical few, not complex)will be discussed. Emphasis will be on both Lean( Lead time, cycle time, space utilization,etc.) and Six Sigma metrics (yield, dpu,dpmo,etc.) will be defined
and reviewed in depth. Experienced Classroom
Six Sigma Roles and
Phases 50 min.
Designed for executives and managers, this courses describes the key roles individuals play during the phases of the Six Sigma process. Every individual responsible for deploying Six Sigma within an organization should view this
course. Basic eLearning
Roles 30 min.
By the end of this module, participants will be able to describe the roles and responsibilities of the various functions inside a Lean organization. For each role, the roles and responsibilities are highlighted, training required and some
pitfalls to avoid. Basic Classroom
Standard Work 36 min.
This module addresses three different components of standard work: ‘TAKT’ time or customer demand; Work in Process (WIP), which is the minimum amount of inventory needed in order to achieve a smooth flow; and Standard
Standard Work 2 hr.
By the end of this module, participants will be able to define the components of Standard Work, and complete the following forms: Time Observation Sheet, Cycle Time Loading Chart, Standard Work Combination Sheet,
Process Capacity Table, Standard Work Chart and a Cross Training Matrix Experienced Classroom
Leadership Standard Work 1 hr.
Participants will learn about the what and why of Leadership Standard Work. Also, will be introduced to the "Tri-Fold" which will detail the daily, weekly and monthly responsibilites of each level of management including the Plant
Manager, Team Leader and Production Supervisor Experienced Classroom
The Eight Types of Waste 43 min.
This course explains why eliminating waste (non-value-added activities) relates directly to the five principles of Lean. In addition to learning how to identify each type of waste, students discover the three rules of waste and the three key questions that define value. A helpful acronym is included for recalling the eight types of waste.
Basic eLearning
Wastes 1 hr. 30 min.
At the end of the module, participants will be able to define and identify examples of the Eight Types of Waste (Waiting, Over Production, Rework, Motion, Processing, Inventory, Intellect and Transportation). The key drivers of waste (overburden, unevenness and current process methods) will be
stressed as areas to address. Basic Classroom
Value 1 hr.
Participants will learn about and practice the definition of "Value" from a Lean perspective (Customer willing to pay, transform the shape or content of the input, right the first time). Participants will be required to examine a flowchart and determine which steps are "Value Added" and which steps are "Non Value Added". The what, how and why of SIPOC diagrams will be reviewed
and participants will be able to construct one for their project. Basic Classroom
Introduction to SCORE 45 min.
At the end of this module, participants will be able to define what Kaizen is, describe the 5 steps of SCORE, explain how to do a SCORE event and be
prepared to run a simulation Experienced Classroom
Visual Management 1 hr. 30 min.
Participants will be able to define Visual management, describe what is required to establish process control, specify how visual management enables process control, learn about a 5 step process for impelementing
visual management, and observe application examples Basic Classroom
Rapid Problem Solving 1 hr. 30 min.
Participants will learn that Rapid Problem Solving is a simple thought process and a problem solving process using Post It Notes. It will include learning about the Basic Tools: Pareto Analysis, Fishbone Diagrams, the 5 Why's, Affinity Diagrams, Effort/Impact Matrix, Action Plans and the use of Visual
Total Productive
Maintenance 1 hr.
By the end of this module, participants will be able to define Total Productive
Maintenance (TPM) and complete the TPM templates Experienced Classroom The Five Principles of Lean 38 min.
This module explores the five Principles of Lean: Value, Value Stream Map,
Flow, Pull and Strive for Perfection. Basic eLearning
Genba Accountability 1 hr. 30 min.
Participants will learn about Process Control and the daily, weekly, and monthly systematic use of Visual Management to support it. Module will include defining, displaying and using controllable metrics along with QDIP
boards (Quality, Delivery, Inventory and Productivity) to support the effort. Experienced Classroom
Genba Leadership 1 hr.
Participants will learn the fundamental of Genba Leadership as a cascading daily management meeting structure and genba walks. Methods to implement Genba Leadership include having daily tiered meeting structures, assessing the quality of the daily meetings, and how to complete a daily operational
genba walk. Experienced Classroom
Understanding Graphs Level
1 1 hr. 36 min.
Graphing data is the best way to communicate results. This course explains how to understand data and convert it into useful, visual information. Individuals responsible for collecting, presenting, and/or analyzing data will
find this module of great value. Basic eLearning
Understanding Graphs Level
2 2 hr. 26 min.
Graphing data is the best way to communicate results. This course explains how to understand data and convert it into useful, visual information. Individuals responsible for collecting, presenting, and/or analyzing data will
find this module of great value. Advanced eLearning
Graphical Methods 2 hr.
Using Minitab, participants will be able to apply the standard tools for graphical analysis for individual points (Scatter plots, histograms, box plots, Individual value plots) and group averages (Main effects, Interaction Plots,
Interval plots) Basic Classroom
Introduction to Surveys 1 hr. 30 min.
By the end of this module, participants will be able to define Survey Forms, Data Categories,Service Quality Dimensions, Survey Problems, Structured
and Open Ended Questions, Survey Sampling and Survey Analysis Experienced Classroom
Understanding What to
Measure 13 min.
This module introduces a generic process model and discusses how a process transforms inputs into outputs. In others words, it illustrates how Output Y is a function of Input X. To measure process performance, the input, process and output variables should be documented to get the complete
Change Management 1 hr. 30 min.
At the end of the module, partipants will be able to discuss change management at a high level, gain an appreciation of the human side of change, and learn about the benefits of managing change. Participants will also be able to complete a Stakeholder Starter Kit for your change effort and
list the componenets of a Communication Plan Experienced Classroom
Building Commitment 32 min.
This course focuses on the "people" challenges project leaders face when implementing a project. The course includes tools and techniques to address these challenges and explores the different types of resistance to change. Finally, this course teaches the project leader how to manage stakeholders,
overcome resistance, and gain acceptance. Basic eLearning
Building Six Sigma
Infrastructure 37 min.
This course defines the Six Sigma infrastructure and explains how to develop it within an organization.
Basic eLearning
Building Teams 24 min.
This module focuses on team building and managing teams. It includes the following topics: the stages of team development, using the appropriate tools to build a team, managing meetings effectively, and basic facilitation
techniques. All of these techniques provide the proper framework for team success.
Basic eLearning
Creating a Shared Need 14 min.
In order to successfully implement organizational change, a desire for change needs to be shared by the project team and key stakeholders This course teaches project leaders how to identify a need, utilize the threats and opportunity matrix, build a case for change, and overcome resistance.
Basic eLearning
Creating Awareness 8 min.
This module discusses how to create awareness for any change being implemented. It also introduces change dynamics and some typical change patterns.
Basic eLearning
Keeping Change Momentum 9 min.
In this module, project leaders learn how to maintain change momentum. The module introduces the Force Field Analysis tool, which helps to assess the
change and aids the project leader in ensuring the change is sustained. Basic eLearning
Leading and Communicating
Change 9 min.
This module introduces change management tools that can aid project leaders in leading and communicating change. Some of the topics include the Change Process Model and how the Change Process relates to a project.
Making Change Last 7 min.
In this course, project leaders learn that the key to making change last is continuous measurement and review. This course also discusses stakeholder management and how it can help to reduce risk.
Basic eLearning
Preparing to Manage
Change 19 min.
The human aspect of leading a project is often much more challenging than the technical aspect. This course discusses how to manage the human aspect of change, the role of the team leader in leading change, and how to identify and manage stakeholders.
Basic eLearning
Shaping a Vision / Mission 14 min.
The course explores how to create a vision that inspires stakeholders to implement change, and the tools and techniques that can help a project leader define the vision clearly. The course concludes by discussing the pitfalls of ineffective vision statements.
Basic eLearning
Facilitating Meetings 1 hr.
Participants will learn about and practice preparing for and setting up meetings for success (agenda, roles, facilitatiton). They will also learn to recognize the different dysfunctional meeting behaviors and how to manage
them. Basic Classroom
Envisioning Change 1 hr. 30 min.
At the end of the module, participants will able to describe the Cycles of Change including Change Behavior, Experience the Results & Changing the Culture. Establishing the Need for Change will be explored using the
Threat/Opportunity Matrix. Participants will practice developing and
communicating a change. Experienced Classroom
Affecting Change 2 hr.
Participants will be able to identify different Stakeholders for their LSS project and complete a Stakeholder Analysis. Individuals will complete a DiSC self assessment and learn to identify different personality profiles and how they affect interpersonal interactions and negotiation. Participant will prepare an
Action Plan to ensure adequate Stakeholder Support. Experienced Classroom
Sustaining Change 1 hr. 30 min.
Participants will be able to describe the Change Curve and the two types of improvement efforts, activity-centered versus results-driven. Emphasis will be
on anchoring the Change and how to keep the Vision real. Experienced Classroom Hoshin Planning 1 hr. 30 min.
Learn what Hoshin Planning is and the steps to deploy and manage Hoshin
Design for Six Sigma 50 min.
This introductory course explores Design for Six Sigma (DFSS), an alternate problem-solving methodology. The course describes DFSS, lists and defines the key variables for each phase, and identifies the characteristics of a DFSS project. The course contrasts Six Sigma projects with DFSS projects and helps identify when it is most appropriate to use each method. As an introductory course, it is appropriate for all levels of the organization.
Basic eLearning
LSS Overview 1 hr.
At the end of the module, participants will be able to describe Lean, Six Sigma as well as the similiarities and differences between them. Introduce the
list of deliverables for each phase of the Lean Six Sigma DMAIC process. Basic Classroom Innovation in DMAIC 2 hr. 30 min.
Module introduces Innovation and the D4 roadmap and how aspects of it can
be applied in a DMAIC project Basic Classroom
Develop a charter 1 hr.
At the end of the module, participants will know the purpose of a Project Charter as well as who creates it and when in the DMAIC cycle. Completion of a Project Charter will be emphasized and other suggested documentation including roles and responsibilities, stakeholder analysis, work plan, risk
assessment and communication plans Basic Classroom
Welcome to eLearning 30 min.
Used to support participants during the workshop, the module introduces them to the BMGI elearning site. Navigating the site, logging in, home page review, training transcripts and how to access course pages are emphasized. Presentations, exercises, quizzes and quiz feedback as well as access to
Technical Support are highlighted. Basic Classroom
Remember eLearning 30 min.
Module will review the use of the e-learning resources after the completion of the workshop portion. Participants will learn about navigating the e-learning site to find lectures, exercises, quizzes, and tools and templates. Instruction will be provided to take exams for certification as well as using Technical
Support. Basic Classroom
Measure Phase Review 1 hr.
Module provides an overview of the key concepts, tools and methods
introduced in week 1 & 2 of LSS BB Experienced Classroom Improve Phase Roadmap 30 min. Brief overview of the Improve Phase Roadmap Experienced Classroom
Analyze Phase Review 30 min.
Brief refresher and overview of the Analyze phase. Participants will use the
opportunity to teach back certain concepts and tools of their own choosing. Experienced Classroom
Improve Phase Review 30 min.
Brief refresher and overview of the Improve phase. Participants will use the
DMAIC Review 1 hr.
Section provides a brief overview of the roadmaps used for DMAIC as a
method and for each phase within DMAIC. Experienced Classroom
Value Quotient & Ideal
Innovation 1 hr. 15 min.
Participants are introduced to the Value Quotient which is an innovation that increases the benefits to the customer while minmizing harmful effects and cost. The Ideal Innovation maximizes benefits with all undesirable outcomes avoided. Value Analysis Graph is used ideal innovation is compared to
current solution to identify outcome expectations gaps for innovation. Experienced Classroom
Nine Windows 45 min.
Module discusses the Nine Window technique as an approach to use different perspectives to frame a problem. The Nine Windows technique will be described enabling participants to differentiate between dimensions of
time and space. Basic Classroom
Cognitive Styles 45 min.
Module introduces the current thinking about individuals with a unique problem solving style. Emphasis is made using the Adaptaion-Innovation Model of Cognitive Style as way to understand individuals problem solving style and how it may effect efforts. Elements of the Kirton Adaption-Innovation inventory instrument will be taken by participants to learn about the utility of the instrument to flag situations when stress between individuals is possibly
occurring resulting in the overuse of coping skills. Advanced Classroom
Resource Optimization 45 min.
Participant will be made aware of the resources available (inside and outside the system) to solve a problem. Different categories of resources will be listed (Human, Substance/Material, Field(Energy), Time,Space, Function) that
are readily available to solve a problem Basic Classroom
Creative Challenge 45 min.
At the end of the module, participants will be able to use the Creative
Challenge method to generate new ideas. Technique emphasis an approach
for questioning the status quo and current way of thinking Experienced Classroom
Brain Writing 6-3-5 30 min.
Participants are introduced to a technique for generating ideas that ensure everyone is involved and mitigates strong or overtly influential individuals. The technique involves a group of individuals using a structured technique to ensure each individuals contributes three things (new idea, editing an existing one,etc.) and passes it to their neighbor. Technique results in a number of
ideas related to the job to be done that will need to be prioritized. Basic Classroom
Concept Tree 45 min.
Technique will be used to enable participants to generate more new ideas. The difference between a concept and an idea will be clarified leading to a tool referred to as a Concept Triangle which will help groups to come up with
Random Stimulus 45 min.
Participants will learn a method by using a random stimulus such as a word, picture or sound. These random stimulus will be used to establish
associations to generate ideas connected to the JTBD. Experienced Classroom
Structured abstraction & 40
Principles 1 hr. 30 min.
Based on the TRIZ methodology, a technique will be introduced for examining technical and physical contradictions using a Contradiction Matrix and
Separation Principles to stimulate new ideas for addressing JTBD. Advanced Classroom
Separation Principles 45 min.
Using the TRIZ database tool, a technique for using Separation Principles will be used to solve problems, resolve physical contradictions and increase
design options. Advanced Classroom
Six Modes of Thinking 1 hr.
A technique for evaluating and selecting ideas using the Six Modes of Thinking will be introduced. The method will involve using a parallel thinking technique in which particpants play(role play) different roles based on the Six Modes to explore ideas from different points of view. The Six modes are white (neutral,objective), Red (emotional),Black (cautious),Yellow (optimistic,
positive), green (innovative, grow) and blue (cool and organized). Advanced Classroom
TILMAG 1 hr.
TILMAG is an approach for identifying Ideal Solution Elements (ISEs) and comparing them in a matrix form to help groups stimulate assocations
between the ISEs. The approach can help to surface concepts leading to new
ideas for addressing the JTBD. Advanced Classroom
Evaluating Designs:Pugh
Matrix 45 min.
Participants will be able to evaluate design concepts using Pugh's Concept Selection Matrix. Technique involves discussing options against a baseline concept with the objective of consolidating the best elements of high ranking
concepts to create an optimal solution. Experienced Classroom
Function Structure &
Morphological Matrix 1 hr.
By the end of this module, the participant will learn to simplify a design problem by breaking it down into workable elements, apply creative thinking techniques to develop design solutions, build a design concept generating
table (Morphological Matrix). Advanced
Vision of You as a Change
Leader 1 hr. 30 min.
Module will enable participants to describe the 6 System Factors of Change necessary for avoiding mistakes and accelerating change acceptance. Emphasis will be on identifying the role of the success factors in accelerating change acceptance. Module will also include a simulation, X-Y Money Game,
Change Begins with You:
DiSC 5 hr.
Participants will complete a DiSC instrument and begin to understand the four DiSC social styles. The Marston's Model is reviewed as the theory underlying the DiSC instrument which is based on an individual's perceptions of a situation, people and events determines their reaction to them. Lesson will emphasize a self awareness of your style, recognize its impact on a team, and how to appropriately adapt your style to achieve outcomes you desire
from interactions with others. Basic Classroom
Simulation-Change Pro 2 hr.
Teams of participants will use a simulation to help implement various change tactics (meetings, projects,etc.) to support the change process of a group of 24 Executives. The goal of the simulation is to guide the transformation of the leaders to "embrace" the change. The simulation will enable the team to implement various tactics to help each of the executives go from "awareness"
to "interest building" to "evaluation" to "embrace". Experienced Classroom
Sharing a Vision 1 hr. 30 min.
The objectives of this module are to emphasize the need for a vision as the foundation for change. Participants will learn about the characteristics of a
good vision, practice creating one and assessing it. Experienced Classroom
Inspiring a Burning Platform 1 hr. 30 min.
Participants will learn about the story of a "burning platform" and how it is essential for people to feel the "burning platform" and see there is more value to the future state than the current state. A communication strategy involving Logos (logic), Ethos (Ethics, moral character) and Pathos(emotions, feelings) will be introduced as a model to support leadership communication.
Participants will practice preparing their own vision incorporating the "burning
platform". Experienced Classroom
Gaining Buy-in: Understanding and
Overcoming Resistance 1 hr. 30 min.
Module will introduce the principles of change (1. Change is a process 2. Progressive sequence of behaviors that need to be experienced for effective change) and that there will be Change Journey. The characteristics of the phases of the change journey will be articulated as one progresses thru Initial Excitement, Denial, Resistance, Exploration and Commitment. Diagnosing
and strategies to overcome resistance will be introduced. Experienced Classroom
Thomas-Kilmann Conflict
Modes Instrument 30 min.
After taking and scoring the Thomas-Kilmann Conflict Mode Instrument, participants will identify their own predominant conflict mode styles. The various modes (Competing, Collaborating, Compromising, Avoiding &
Accommodating) will be introduced. Experienced Classroom
Gaining Buy-in: Conflict
Modes 1 hr. 30 min.
Participants, using the Thomas-Kilmann Conflict Mode model, will be able to recognize the five conflict modes as well as describing the uses and over-uses for each conflict mode. Participants will also learn about adapting their
Stakeholder Management 1 hr. 30 min.
Module will review techniques for conducting a Stakeholders Analysis
(Stakeholder Diagnostic, Power/Influence Map, Leverage Matrix, Stakeholder Action Plan). Participants will practice developing a stakeholders
management strategy. Basic Classroom
Leverage Communications 1 hr. 30 min.
Section will introduce the common barriers that prevent effective communication. Participants will develop a structured communication strategy addressing objectives, environment, audiences, desired
action/behavior,key messages, tone/manner, risks/alternatives/scenarios,
tactics, calendar and measurement. Experienced Classroom
Institutionalize Change 1 hr. 30 min.
Participants will learn about the factors to sustain commitment to change(lock changes into existing systems,training,create new roles to manage new systems). Force field analysis as a tool for surfacing driving and restraining forces for focuses what aspects need to be addressed first to institutionlize
the change. Experienced Classroom
DFSS Overview 1 hr. 30 min.
Module provides an overview of Design for Six Sigma using the DMADV and how it relates to DMAIC. At the end of this module, participants will be able to identify the challenges facing product, process and service design as well as the benefits of Six Sigma methodologies to design. Participant will be able to list the Five(5) phases of the DMADV process and identify a project as
either a DMAIC or DMADV project Basic Classroom
DFLSS JTBD 1 hr.
Participants will learn about a key design concept, "Job to be Done" (JTBD), in which customers buy products or services to get functional and emotional aspect of a job done. Participant will learn about the difference between process improvement (customer requirements on products and services) and design or innovation (customer outcome expectations which will enable a JTBD). Emphasis will be on participants developing a skill to evaluate and develop structure job statements (action verb, object of action, contextual
clarifier). Basic Classroom
DFLSS Job Scoping 1 hr. 30 min.
At the end of the module, participants will be able to redefine and scope the project based on the Job To Be Done. Emphasis will be on practicing the Job Scoping technique of asking two key questions, "Why do we want to solve this problem" to broaden the scope and "What is stopping us from solving this
DFSS Phase Deliverables 1 hr.
Participants will learn about the advantages of the DMADV methodology versus other methodolgy. Participanats will gain some initial understanding of the primary objectives of each phase (D-Opportunities & Goals, M-Voice of the Customer, A-Product/Service/Process Options, D-Sub-systems,inputs, processes, and V-Design satisfies VOC), the deliverables for each phase and the appropriate tools to use in each phase. Participants will evaluate how the
DMADV approach relates to their own organization's methods. Basic Classroom
Project Risk Analysis 2 hr.
Initial emphasis will be on risk management during all phases of DMADV. A definition of risk will be provided (probability of an undesirable event
happening X impact of that event) which will provide the basis of a 4 step Risk Management Process. Participants will learn about and practice the 4 steps (Brainstorm Risks, Group the Risks, Rate the Risks, and Develop Risk
Abatement Plan). Basic Classroom
Project Financial Analysis 1 hr. 30 min.
At the end of the module, participants will be able to identify the steps to perform a project financial analysis as well as the costs that influence the financial performance of a project. Participants will learn about and practice calculating key financial metrics and carryout a simple financial sensitivity
analysis to help support the design effort. Basic Classroom
VOC 2 hr.
Participants will learn about the common terminology associated with the "Voice of the Customer" (VOC). Frameworks for different types of
customers(External & Internal, Primary, Secondary and Indirect) and different types of customer needs for products and services. Participants will practice a
six step process for capturing and analyzing the VOC. Basic Classroom
QFD 2 hr.
Participants will learn about a key design technique, Quality Function
Deployment (QFD), which is an approach to ensure customer needs drive the entire design and development process. Participants will practice completing and analyzing a QFD with an objective of prioritize design activities based on a completed QFD.practice completing and analyzing a QFD with an objective
of prioritize design activities based on a completed QFD. Experienced Classroom
Concept Selection 2 hr.
Participants will learn about the D4 Innovation Methodology and how the Discover and Develop tools can aid in concept selection. Participants will
