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Whitebelt training excersise help

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  • #52108

    David Lussi
    Participant

    Hello all SixSigma gurus!
    My name is David Lussi, Im a Greenbelt at my company. I have been assign to teach a short introduction class to future teammembers within our company, we call these Whitebelts (seems similar to yellowbelts or likewize).
    Now I want to arrange an excersise to better explain the meaning of standard deviation (not how to calculate rather than the uses of it).
    My CTQs:* Take minimum time (30 min full excercise)* Generate maximum variation data* Easy understandable by Industry dominated participants.
    Please let me know if you have any good hints here, it would help me alot!
    Best RegardsDavid Lussi

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    #182769

    Natanyahoo
    Participant

    There are main differences between WB and YB,WB course can be introduced in just 4 hours,while the YB takes 2 days!
    Good Excercise:
    How to install a histogram,just give them 30 different figures and ask them to draw a histogram and to analyse results!
    Good Luck

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    #182770

    luke skywalker
    Participant

    First, keep in mind that there are no ‘standards’ for any belt definition, so just stick to what your company has decided on to avoid many unnecessary headaches (and posts here).
    Cool idea, trying to make standard deviation meaningful to a group of newbies. This might be a helpful exercise: Briefly discuss with the class “driving to work”. For you this is the idea of establishing a process and you’ll quickly see that there is variation present. People will tend to have a “normal” way they get to work as well as a “back up” route in csase of accidents, etc. You shoud have them focus on their “normal” route for this one.
    Pick 3-4 folks and have them give you a typical drive time, from home to work and write it down on the board. Then ask them if that is the exact same time every single day. Obviously, they’ll reply ‘no’, but will probably comment on how there is a typical window, or plus/minus span they work with, as in “about 25 minutes”. Next get them to offer up that typical window and show the range around each of their original point estimates for ‘drive time to work’.
    From here, you can get to the ‘value’ of standard deviation. Certainly our little exercise will not provide a statistically correct SDEV (so back off math nerds), but the real point here is to get them thinking about how we manage variation.
    Ask them is they plan their days to the point estimate, or if they plan more towards the varying times, or the “abouts…” Next, set up a scenario where they do plan to the point estimate – you can draw up a ‘day planner’ on the board showing their drive to work and several subsequent meetings – all planned perfectly to the exact times. Then simply ask what happens when the drive takes 3 minutes longer.
    You might be able to get them to continue this idea through meetings that start and end later than scheduled, and perhaps even note a trend to increasing lateness as the day wears on. You can ask them where they have seen allowances for variation (please allow 6-8 weeks for delivery…)
    Finally, you can wrap this discusssion up with transferring the idea of variability to the project timeline that each of them is part of. What happens if they take 2 weeks longer with Define, or if they realize in Analyze that it will now take 3 months to collect any sufficient amount of data to “prove” their improvement will really deliver the promised results?
    Hopefully this helps you – what ever exercise you use, you’ll get more impact if you keep it simple and have it deal with their daily lives where they can internalize the concept of variation.
    Cheers.

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    #182771

    David Lussi
    Participant

    A great big thank you!
    This will surely be useful and I will try this on my first session as most people use some kind of transportation to get to work. Maybe I can even compare the variance created by driving (where its “allowed”) with for instance train commuting!
    May the force be with you.

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    #182776

    GB
    Participant

    I use individual M&M’s to convey the concepts of:
    VoC
    Variation (multiple forms)
    basic data collection tool set
    Rudimentary analyses
    -Really, your BB should be teaching this, as most BB’s have teaching/coaching/mentoring responsibilities.

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    #182778

    David Lussi
    Participant

    Thank you for the response Hbgb!
    Our MBB used the M&Ms during the GB educations. Worked rather good along with confidence explanation by our BB.
    Our MBB will participate in the Whitebelt training along with our BB but Im the executor of the training as my native language allows this and his doesnt. Im also interested in educating. As Im working very closely to our MBB and BB my “skills” should be slightly improved from a “normal” GB in our organization.
    If you have other examples please let me know, I will be doing several sessions so it can be nice to have some exercises to choose from.
    Thank you!

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    #182781

    Mikel
    Member

    I also use M&M’s – to win friends and influence enemies.There is always chocoholics in a class and the more service oriented
    the client the more chocoholics there are.Hey little girl – want some candy?

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    #182782

    Mikel
    Member

    HeeBee,Is it just me or does Natanyahoo (probably spelled incorrectly) smell
    like Dog Sxxt?

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    #182786

    GB
    Participant

    Stan,
    You know, I think you are on to something…

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    #182788

    DougVF
    Participant

    I am teaching WB and GB class and use the drive time to work in the WB and an M&M exercise in the GB.  They both work very well and get the point across.

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    #182802

    anon
    Participant

    Stan,
    Tell them how amazed you are that a single bag of M&M’s has lasted for three classes. Nobody eats them except the service people. You have to use something with double digits to keep them from eating them.
    Accountants and IT people it doesn’t matter. They will eat them no matter what you tell them. They think it saves them the cost of a lunch.

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