2023 ASEE Annual Conference & Exposition

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.