1. Gemba Classroom
6 Sigma Instruction is situated at the nexus between the “Gemba” (place were real work is done)
and the classroom
Problem Hypothesized Solution Testing the hypothesis
•The beauty of the Six Sigma Methodology is that it can be applied
• Lean Six Sigma is a commonly adopted busi- •Offered as a Non-Credit extracurricular course at Rutgers University in Piscataway NJ
to any process.
ness improvement technique which integrates, the scientific meth-
od, statistics and defect reduction to obtain tangible results. •The definition of a process is quite broad and can be reduced to •Co-Sponsored by the Rutgers Student Chapter of the Institute for Industrial Engineers
•Within 50 miles of Rutgers there are 2,249 active job listings for the any verb- noun combination.
(IIE) and the Princeton NJ section of American Society for Quality (ASQ)
phrase “six sigma green belt” •Therefore the collective process which the class studied and im-
•Non University Affiliated Classes are available however are prohibi- proved was to •Open and advertised to all members of the Rutgers Community (students, staff and
tively expensive for most students ~$2,000. faculty) as well as the surrounding public
Pass [the]
•ASQ de facto industry standard for Greenbelt Certification ASQ
Certified Six Sigma Green
•Objective of the course was to train students to pass the June 2nd 2012 administration
•Current Industrial Engineering Undergraduate and Graduate pro-
grams do not prepare students to effectively implement the Six Sig- Belt Exam of the ASQ Certified Six Sigma Green Belt Exam
ma toolkit.
•Therefore the foundational Six Sigma Concept of DMAIC (Define
Measure Analyze Improve Control) represents both the material
covered in the course as well as the pedagogical method used for
instruction
About the Students Summary for Combined
Pre-Test Data Mapping the Process
A nderson-Darling N ormality Test
A -S quared 0.79
P -V alue 0.039
M ean 0.55906
S tDev 0.10992
V ariance 0.01208
S kew ness 0.75754
Kurtosis 1.16036
N 64
M inimum 0.32000
1st Q uartile 0.48000
M edian 0.54000
3rd Q uartile 0.64000
0.36 0.48 0.60 0.72 0.84 M aximum 0.90000
95% C onfidence Interv al for M ean
0.53161 0.58652
95% C onfidence Interv al for M edian
0.50000 0.58000
95% C onfidence Interv al for S tDev
9 5 % C onfidence Inter vals
0.09363 0.13312
Mean
Median
0.50 0.52 0.54 0.56 0.58
All data was collected in effectively
real time using a portable Scantron
machine
Hypothesis Testing Other Charts
Shewhart Control Charts
(Pre-Test to Midterm)
Comparing the 3 Tests Was the Improvement Significant? Is the Post Class Process Capable?
Anova: Single Factor
SUMMARY
Groups Count Sum Average Variance
Pre 64 35.78 0.559063 0.012082
Mid 47 28.54 0.607234 0.014373
Final 40 30.43 0.76075 0.020084
ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 1.029282 2 0.514641 34.534 4.91E-13 3.057197
Within Groups 2.205562 148 0.014902
Total 3.234844 150
Congratulations to Was the passing Rate Higher? Results
•Students test scores improved on average 19.4%
•76% of Students Passed the exam compared to 68% Global Average
•Largest ever fundraiser for Rutgers IIE
-Resulted in sending >20 Students
to National Conference in Orlando
•Invited to present Results at
Brandon R. Theiss
Contact Information:
btheiss@Rutgers.edu