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Six-Sigma in Edu Institution (Interesting)

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Viewing 13 posts - 1 through 13 (of 13 total)
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  • #34326

    Mannu Thareja
    Participant

    Hi,
    Could anyone please share some views on some of the following questions.
    How six-Sigma can be applied to teaching/ class room in an Educational institution?
    What could be the role of BB in the educational Institution?
    How can u compare a BB Vs Teacher?
    What can be the design of class room so that no student fails?
    What can be the CTQ’s of teaching?
    These questions came to mind after reading some article in a newspaper about the Education System.
    We talk about implementing Six-Sigma to industries… But how about applying SS to Edu System itself so that we have Zero Defects (No failures/ dropouts) from the professional college … Let the defects (failures) not be introduced at college level itself!
    I would be happy to know ur views on the same.
    Thanks & Regards,
    Mannu
     

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    #94348

    Rog
    Member

    Mannu
    Too tricky a question but ask yourself what the retention level of trained black belts and green belts is?
    Retention of anyone in a job or educational course at professional level requires not only committment from the individual to do the work but also a feeling of satisfaction that the outcome will be to their benefit and that the participation is enjoyable.
    Rog
     
     

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    #94350

    Mannu Thareja
    Participant

    Hi Rog,
    I both the parents are teachers (my Father is a professor in a Engineering college and my Mother is a teacher in a Senior Secondary school). And I have seen them both since my child hood.
    I have learnt one thing staying with them is that, “Teaching is not a Profession, its a Passion”.  
    And i feel teaching has got the maximum job satisfaction than any other job. A good teacher never teaches for money! (The one who does are not teachers) And the teacher is the happiest person by seeing his students winning/ performing!
    But my questions are still unanswered! :)
    Could u please provide some food to my thoughts (questions)… Just want to know!
    Waiting for ur reply.
    Thanks & Regards,
    Mannu
     

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    #94353

    Tim B.
    Member

    Mannu,
    The key word relating all your questions to the eventual answers is “process.” Education and learning is a process, or at least it should be. Once you quantify the process, you can then improve it. You cannot improve what you don’t measure. That is the answer to all your questions. Think about it for a while.
    Tim

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    #94356

    Mikel
    Member

    How six-Sigma can be applied to teaching/ class room in an Educational institution?
    I would think the tools of Lean – especially value add would be the starting point.
    What could be the role of BB in the educational Institution?
    Too improve processes
    How can u compare a BB Vs Teacher?
    Only if the teacher is also filling the role of mentor
    What can be the design of class room so that no student fails?
    The problem with the question is that the raw material may have too much variation
    What can be the CTQ’s of teaching?
    There should be a strong correlation between the student’s apptitude, attitude and past knowledge. The results should be predictable. Does the teacher meet or exceed the prediction?
    These questions came to mind after reading some article in a newspaper about the Education System.
    We talk about implementing Six-Sigma to industries… But how about applying SS to Edu System itself so that we have Zero Defects (No failures/ dropouts) from the professional college … Let the defects (failures) not be introduced at college level itself!
    The probelm in education is there are a lot of progressive theories being implemented without data to support or at least studies concurrent with the trial of the theories. They are on a path that has nothing to do with data.

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    #94358

    Anna O’Connell
    Participant

    Hi  Manu and Tim –
    The process of interest should be not teaching, but learning.  I would begin by developing a FMEA on the process of learning, assuming that you had each (or the teachers as a group) defined what it was that you were trying to teach the students being studied.   I would also apply to a psychometrician for assistance in doing an MSA on the test(s) I will use to gage learning. But that’s a whole ‘nother major project (though an issue dear to my heart). Talk about a narrow focus – psychometricians are statisticians/psychologists who focus on the repeatability, reproducibility and reliability of tests / examinations given to humans.  Think MBB / PhD level skills focusing JUST on doing MSA’s for testing. 
    The most frequent failure I see in learning (from my work with GB’s, BB’s, project team memebers and my kids)  is insufficient prior preparation of the student for the work.  So one way to reduce failures due to this “root cause” is to clearly define what the student needs to know  beforehand in order to learn what you are teaching.  Entry to the class / learning situation should be conditioned on having (recently!!) passed a test showing they can apply this required knowledge.  Be careful not to set your standards unreasonably tight – you will reject too many students for irrelevant reasons.
    Another major cause of failures is the student discovering that they do not like/ enjoy / experience intellectual pleasure from learning and practicing the knowledge and skills being taught. This can cause students to argue with or discount the advice of teachers, can cause them to work half-heartedly, without true effort, or can cause then to just quit coming to classes.  To prevent most dropouts and failures at the college/university/professional school level, you have to improve the process of selecting or admitting students.  The students must, in advacne of committing to a course of study have a realistic perception of 1) what they already should know 2) how much work it will require to learn the new material and 3) what their professional life will be like once they’ve learned it and are practicing. 
    Even in the case where a student does not have good prior preparation, if they have strong motivation to learn, almost all teachers will happily direct them to resources to learn the pre-requisites quickly, or will “review” those prerequisites in the class.  The students who really want to learn the material can see clearly that they need A in order to figure out B.  They will work on A as much as they need to, and will rapidly catch up if there are only small holes.
    I’m running out of time, but this is fun / interesting.  I tried to take a similar approach to the “Site Improvement Team” at my eldest son’s school – but they thought this was far too cumbersome to try in the 3 hours / month they wanted to devote to having meetings. 
    Good luck – I’ll be interested to see what others think.
    Anna O’C

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    #94359

    mman
    Participant

    Out-standing.I really admire your point of view.Congratulation

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    #94364

    Kinnersley
    Participant

    Well, I replied to your message, but I started a new thread instead.  The subject says “SS in Education”.  So you can read my reply there.
    Thanks

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    #94389

    Rog
    Member

    Hi Mannu
    Both my parents are teachers too (now retired) and I agree with what you say. Reading some of the other replies there is a lot of good thinking around. Education is indeed a process. It has inputs, methods and outputs. It does however have many of each and the ‘process’ of eduction is different for different students to achieve approximately similar outcomes…even if those students are of similar ability.
    If I consider similartites between myself and a colleague we both have similar final qualifications from university in the same subject. We both however visualize issues and approach them in different ways so I think it is reasonable to assume that we also learn in different ways.
    The problem for teaching staff is that they have to try and teach a variety of students and one method probably does not achieve the best possible outcome for all of them. I’m certain most good teachers try and adapt to the needs of their individual students and actually teach by a variety of methods in one class.
    I would still start at the basic question of what output do you want to achieve? If it’s drop out reduction students don’t always drop out because of the quality of their education and loading all the ills of the world onto teaching professionals would be unreasonable. In fact everyone of us ‘educates’ someone in someway every day by adding to the collective experience whther we are ‘teachers’ or not.
    There may be benefits for Six Sigma in education, especially at the higher end where student variability becomes more filtered. I would be very careful about any data analysis though since there are so many important outcomes to a persons ‘education’ and you would have to consider them all.
     
    ROg
     
     
     
     
     

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    #94392

    Mannu Thareja
    Participant

    Hi Rog,
    Thanks for the extensive answer.
    My parents are also not retired. :)
    /*I would still start at the basic question of what output do you want to achieve? */
    Ans: To be precise, “What should a teacher do (in professional college) that his class result is 100%?”
    I agree with u that there is a large variation in the understanding of every student. And some students are well below the average.
    Therfore, I think we should try:

    Shifting the AVERAGE MARKS to right hand side…. here the Lower Specification Limit is the PASS MARKS.
    Try to reduce the variation of marks (Maximum marks – Minimum marks).
    CTQ of the teaching: Increasing the pass % of the students
    CTQ Drill Down: Inc the pass % of students can be broken into 2 more Internal CTQ’s:

    Able to make understand the subject in the class by using teaching tools like visual aids etc.
    Inculcating the interset for the subject and motivating the students to learn.
    Making them familiar with the exam pattern by taking frequent tests, therby reducing the examination fear from the students.
    Pointing their shortcomings and the areas of improvement.
    Teach them how to write the answers in the pattern, which would let them score maximum marks.
    Make them aware of the mind set of the examination paper checker and what he wants … and so on….
    Please do let me know if i have missed any information.
    To do the above, we should map the As-Is process of teaching a teacher follows i.e. How the teacher teaches his/her pupils?
    Identify the Areas of Improvent is the Teaching Process.
    Do Mistake proofing in the teaching process.
    Validate the improvement of the teaching process by analysing the marks stored by the students in the Quaterly tests.
    Any further thougts?
    Thanks & Regards,
    Mannu

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    #94397

    Mannu Thareja
    Participant

    Hi Anna,
    You have given a very well articulated reply.
    Infact it seems that u r already working with ur son’s teacher by making them teach how to teach ur son!  :) Just kidding! :)
    My few thoughts on ur answers:

    In the first para, do u mean that a GR&R should be done on the teachers? Please do explain.
    I think now-a-days almost every professional college has an entrance examination and the students pay large amount of fee to college for their education. I would call this commitment of the student (parents) towards the course… But still many students fail if u see the Semester results (mainly refering to the engineering course). What would u say for that?
    I did my engineering (2001 batch), I thought of some subjects to be dry, but still my teacher motivated me to study the subject. And there were some subjects really intersting (one of them is Total Quality Management, where i developed intersest after my engineering) , but i never felt like studing as the teacher would not take much interest in teaching. What would u say?
    Like other replies i have received, i also feel that the teaching is a “Process”. Every teacher follows his own “teaching process”. Some teachers are successful, some are not!
    My question is, If teaching is a “Process”:

    How can u design a good teacing process?
    What are the factors that govern the teacing process?
    How can u make the teaching process “fool proof” or “Defect free” or “Six-Sigma process”?
    Thanks & Regards,
    Mannu
     
     
     
     
     
     

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    #94399

    Mannu Thareja
    Participant

    Hi Stan,
    Thanks for a very crispy answer!
    Could u please let me know the tools of lean and a brief of how to use them?
    How to reduce the variation of the raw material? or to re-phrase it, how can we reduce the variation (max marks – min marks) of the students?
    /*
    There should be a strong correlation between the student’s apptitude, attitude and past knowledge. The results should be predictable. Does the teacher meet or exceed the prediction? */
    Lets suppose the student has the apptitude and has got admission on thru the entrance test. Now according to u what should be the CTQ’s of the teacher for teaching?
    Thanks in advance,
    Mannu

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    #94402

    Rog
    Member

    Hi Mannu
    If the output is purely examination passes then the process should aim to educate the highest number of people to at least the minimum required level. Very able students will seek to educate themselves further. However the curriculum and teaching methods still have to be inspiring enough to retain and attract students to the subject.
    That breaks the issue down into one of content and one of method. As far as method goes the teacher would need to have a good toolbox of approaches that should be used in variety. That way every student would enjoy and recall at least some of the subject.
    As for content there should be a core that is required to pass the exam plus ‘electives’ that are available to stimulate brighter students to work independantly whilst less able students can receive attention on core subjects.
    I’m sure that writings on the subject abound. There are enough educationalists around who could probably provide data on the success or otherwise of various approaches. I guess in a SS sense you would start by analysing what relevant data was avialable.
    Rog

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