Abstract
Most of the learners view statistical-related training, such as Six Sigma training as a “monotonous” area despite the group discussions, case studies, active summaries, Q&A sessions, and role-playing being included as part of Six Sigma training today. The learners will be less enthusiastic when similar training manner is repeatedly adopted and becomes predictable. An uninteresting training approach could cause the learners to be disengaged and demotivated to learn and thus cause the training to be ineffective and could potentially hinder the organization strategies. Therefore, to keep the learner more attentive and involved during the Six Sigma training, a fun Six Sigma training approach with a properly designed class game is desirable. The game aims to provide a complete Six Sigma project experience by simulating a real-life competitive atmosphere of commercial industry, which can help the learners to internalize the Six Sigma knowledge and its applications. The Six Sigma game embraces the form of team competition, where it covers two major aspects, namely, (i) Six Sigma expertise on how to formulate a meaningful y = f(x) and (ii) basic element of project management as a coherent approach to Six Sigma training. In this paper, the author adopted the Kirkpatrick learning evaluation model to evaluate how the learners react to the newly implemented Six Sigma game and to gauge how much their know-how improved after the training. The post-training feedback, pre-training, and post-training evaluation suggest that the Six Sigma game can engage and motivate the learners.
Highlights
Traditional training style such as passive classroom training catering to visual and audio learners could risk being out-of-date and is no longer effective to lead the professional training nowadays
Six Sigma competition game, which focused comprehensively on (i) basic project management aspect that consists of resource planning based on coins earned from the quizzes, (ii) interpersonal skill during the team discussions, and (iii) building a robust shooting model adopting the Six Sigma methodologies
The learners were freely sharing their catapult work in the class without fear to speak up which enabled the novice learners to learn the Six Sigma tools such as Affinity methods, Quality function deployment (QFD), Monte-Carlo simulation, Minitab software and understand when and where to apply the tools during the product development process
Summary
Traditional training style such as passive classroom training catering to visual and audio learners could risk being out-of-date and is no longer effective to lead the professional training nowadays. The learners will feel less excited when trainings are conducted in a similar manner again and again and become predictable. How are they going to learn Six Sigma if they feel bored and are less involved in the training?. The learners may not thoroughly apply the learning through reasoning if the Six Sigma training excludes a simulated real-life competitive project scenario. This paper proposes a fun game that includes basic project management knowledge to simulate a real competitive project atmosphere for learners while building their y = f (x) using Six Sigma methodologies as a concurrent approach to Six Sigma training.
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