Final Slides 120309.ppt [Read-Only] - MoreSteam€¦ · Bloom’s Revised Taxonomy 6C t6. Create 5. Evaluate 75% of quiz questions require 4. Analyze higher order thinking kill 2

Intrusive CoachingIncreasing Your Belts’Increasing Your Belts

Capability, Confidence, and Control

ISSSP Focused SessionDecember 3, 2009,

MoreSteam.com Background

• Founded 2001 Selected Customers:

• Over 175,000 Six Sigma professionals trained

O 1 200 t t• Over 1,200 corporate customers (including 20% of the Fortune 500)

• First firm to offer the complete Black Belt pcurriculum online

• Courses reviewed and approved by ASQ

• First firm to offer integrated 3G blended learning solutions

Copyright 2009 MoreSteam.com www.moresteam.com

2

Intrusive Coaching

Providing personal support to increase capability, confidence and control to new studentsconfidence, and control to new students

• Proactive• Individualized • Timely, consistentTimely, consistent• On-going monitoring• Active trouble-shooting

Accountable• Accountable


3

Intrusive Coaching is Critical to LSS Deployments

Blended Learning places an emphasis on Coaching


4

University of Wisconsin at Milwaukee

• Large, public research university• Approx 30 000 students• Approx. 30,000 students• Many are first generation college students & most work• More students requiring remediation than any other UW institution• Urban campus• Two of every three Wisconsin jobs are located in the metro

Milwaukee area

55

The Traditional Instructional Model

66

A New Instructional Model: U‐Pace

Instructor(n=1)(n=1)

U Pace

Teaching Assistants

(n=6) U-Pace:

• Self-paced, mastery-based learning with intrusive coaching

(n 6)

with intrusive coaching

• Web-based with a multi-media formatStudents(n>400)

Ratio (1:70+)

77

( )

Conceptual Model of U‐Pace

AcademicSelf-efficacy

Timely and tailored personalized feedback on performance

Intrusive

on performance

Perceived Control

Learning

Academic

Coaching

+M t

Constructive Academic SuccessMastery-

based

Learning

encouragement

Course-related

Expectations

88

Bloom’s Revised Taxonomy

6 C t6. Create

5. Evaluate

75% of quiz questions

require

4. Analyze

require higher order

thinking kill2. Understand

3. Apply

skills

1. Remember

99

E‐Learning = Increased Instructor Flexibility

Time is freed up with e-Learning to provideTime is freed up with e-Learning to provide intrusive coaching.

• Intrusive coaches use phone calls andpfrequent, individualized email messagestailored from examples in the instructor’s manual.

1010

E‐Learning = Increased Instructor Flexibility

The instructor can devote more time to struggling studentswithout adversely affecting the best studentswithout adversely affecting the best students.

1111

Skills and Focus Shift in New Instructional Model

Classroom Instructor/TA U-Pace Instructor/TA• Instructor Centered • Student Centered

• Focus: Getting through thematerial

• Focus: Facilitating mastery

• Group presentation skills • Individual coaching skills

• Highly scripted content delivery • Adaptive problem solving

1212

e‐Learning = Increased Student Flexibility

Most ClassesScheduledDuring TheseTimes Most U-Pace

StudentsTook TheirTook Their Quizzes During TheseTimes

1313

Impact of U‐Pace on Student Learning

90%

70%80%90%

xam

ce

40%50%60%

ativ

e Ex

orm

anc

U-PaceConventional

10%20%30%

Cum

ulPe

rfo

t(71) = 7.52, p < 001

0%10%

Teaching Method

p < .001

1414

Comparative Characteristics of Student Groups

Sample Characteristics (cumulative exam-takers)

U Pace ConventionalU‐Pace Conventional

Mean ACT 21.32 22.83p=.09p

Mean Cumulative GPA

2.83 3.06p=.13

1515

Impact of U‐Pace on Student Academic Success

U-Pace Instruction vs. Conventional Instruction

Compared final course grades for more than 5,000 students• Same course content

U Pace Instruction vs. Conventional Instruction

• Same assessment questions • Grading was completely objective

1616

Impact of U‐Pace in Closing the Achievement Gap

1717

Improved Student Time Management Skills

Improved Time Management Skills by Teaching Method

7.035.79 5.677

9

ng

3

5

Mea

n R

ati

1

M

U-Pace Conventional Others

F(2,163) = 7.24, p=.001;

U Pace > Conventional = Others

1818

U-Pace > Conventional = Others

Improved Student Test‐taking Skills

Improved Test-taking Skills by Teaching Method

7.66.21 6.357

9

ng

3

5

ean

Rat

in

1

M

U P C ti l OthU-Pace Conventional Others

F(2,163) = 5.60, p=.004;


1919


Enhanced Sense of Student Control

9 12

Enhanced Sense of Control by Teaching Method

9.12

6.72 7.54

7

9

ng

3

5

Mea

n R

ati

1

M

U P C ti l OthU-Pace Conventional Others

F(2,163) = 14.52, p<.001;


2020


Enhanced Sense of Student Achievement

Enhanced Sense of Achievement by Teaching Method

8.087.03 7.18

7

9

g

3

5

ean

Rat

ing

1

3

Me

U-Pace Conventional Others

F(2,163) = 3.56, p=.031;


2121


Students Stretch Their Learning with U‐Pace

The U-Pace Instructional Model Engenders Intrinsic Motivation

Of those who earned an A, only 8% did not attempt , y pModule 24.

Completed Module 24Att t d M d l 24 Completed Module 24(earned 90% or 100%)

Attempted Module 24

2222

Student Perceptions of U‐Pace

Great feeling of

At first I was skeptical …very much surprised about the

t f t i l th t IGreat feeling of accomplishment

amount of material that I can recall and actually integrate into

my everyday life

Allowed me to take the free time that I do have and put

TA’s were absolutely awesome in providing help

d tit to good use and encouragement

Very self-fulfillingThe one hour wait

between quiz retakes was very frustrating

2323

Lesson Learned at UW‐M

Technology can’t replace the power of a coachTechnology can t replace the power of a coach,

but it can help coach.

2424

Applying Lessons Learned Outside of UW‐M

The U-Pace Instructional Model can be applied to corporate training environments to achieve:environments to achieve:

Greater student learning

Important psychological outcomes

Greater student-instructor interaction

More personalized learning

Increased student motivation

2525

Applying Research to LSS deployments

Successful coaching isSuccessful coaching is not a passive exercise!

Adding a structure with active coaching improves g pperformance.


26

Lenovo Company Background

• In 2005, Lenovo bought and merged with IBM Personal Computing.

• The global challenge– 24,000 Employees– Business evenly distributed throughout the world: y g

• ~ 50% of sales in China & Asia• America and Europe each have ~ 25% of sales

2727

Lenovo Lean Six Sigma Background

• 2006: Partnered with traditional classroom training firms

• Current: Variety of approaches taken

Classroom e-Learning Intrusive MentoringBlack Belt Blended

Green Belt

Blended

Yellow Belt Very limited coaching

2828

Significant Results Achieved

Blended Learning + Intrusive Mentoring = Strong Lean Six Sigma culture Strong Lean Six Sigma culture

• Trained candidates that got certifiedimproved from 15% to 92%.p

– 100% for the subset that used Blended Learning with Intrusive Mentoring

• Certified belts identifying and working projects independently went from very few to almost allfew to almost all.

2929

Comparison of Instructional Methods

BEFOREClassroom only

AFTER Blended Learning + Intrusive Mentoringy g g

• Project required prior to training • Project required prior to training

• All training done via traditional instructor lead training

• BB and GB materials on-line

• No contact with instructor after training • Mentor works with belt candidate weekly on project and training

• 15% certification rate • 92% certification rate

• Certified belts rarely found follow-on projects

• Certified belts often finding follow-on projectsprojects projects

• LSS culture improving

3030

The Current Model

GB/BB candidates register with Mentor is

Orientation for Blended Learning

Candidates supported thru

register with project assigned

Blended Learning Students

W l

course & project completion

CourseLayout

WelcomeLetter

e-Learning ADMIN tracking tools

Project

y

1-on-1 Call Schedule

Weekly phone calls,study halls

jTemplate

CheatSheets

Weekly progress Reports

3131

Outline of Blended Lean Six Sigma Black Belt Program

Wk 1

Wk 2

Wk3

Wk4

Wk5

Wk6

Wk7

Wk8

Wk9

Wk10

Wk11

Wk12

Wk13

Wk14

Wk15

Wk16

Wk17

StudyHall

StudyHall

StudyHall

StudyHall

StudyHall

StudyHall

StudyHall

StudyHallp Kick Off

Mtg

Mods

Gro

up

Mod 1

Mod 2

Mod3

Mod 4

Mod 5 Mod 6 Mod

7Mod

8Mod

8Mod

9Mod

9Mod

9Mod 10

11 & 12

ProjectApproval Define Measure Analyze Improve & Control

Stud

ent

Select Proj Define Measure Analyze Improve & Control

1on

1on

“D”TollGate

1on

1on

“M”TollGate

1on

1on

1on

“A”TollGate

1on

“IC”TollGate

FinalRvw withn-

1

1 1 1 1 1 1 1 1 LSS &

Mgmt

1-on

Student completes 2 DMAIC Projects

3232

Student completes 2 DMAIC Projects

Outline of Blended Lean Six Sigma Green Belt Program

Wk1

Wk2

Wk3

Wk4

Wk5

Wk6

Wk7

Wk8

Wk9

Wk10

Wk11

Wk12

Wk13

Wk14

Wk15

Wk16

Kick Off Mtg

StudyHall

StudyHall

StudyHall

StudyHall

StudyHall

StudyHall

StudyHall

Mods

Gro

up

Mod 1 Mod 2

Mod3

Mod 4

Mod 5

Mod 6

Mod 7

Mod 8 Mod 8 Mod

9Mod

9Mod

9Mod 10

Mods11 & 12

ProjectApproval Define Measure Analyze Improve & ControlSt

uden

t

1on1

1on1

“D”TollGate

1on1

1on1

“M”TollGate

1on

1on1

1on1

“A”TollGate

1on1

“IC”TollGate

FinalRvw withLSS

&-on-

1

1 1 1 1 1 1 Gate 1 Gate &Mgmt1-

Student completes 1st DMAIC Project

3333

Student completes 1st DMAIC Project

Key to Success: Weekly Calls Provide Positive Support

3434

Bi‐weekly Report: Part 1 ‐ Highlights & Lowlights

Highlights & Lowlights

• Highlights:– Student 1: project complete/certified– Student 2: project complete/certified

St d t 3 L i l t– Student 3: e-Learning complete– Student 4: completed Measure phase– Almost everyone is on-track for certification!

• Lowlights:– None

3535

Bi‐weekly Report: Part 2 ‐ Attendees Progress Report Card

N Project Expected

Phase Quiz Current

View Status % of

Course

Last Date

L d Overall Name jPhase Completion

Date

QGrades by Session

& LessonMaterial Viewed

Logged onto the System

Status

Student 1 A Sep 25 95% S9L3 76% 9/15

St d t 2 A S 25 92% S9L1 74% 9/11Student 2 A Sep 25 92% S9L1 74% 9/11

Student 3 A Sep 25 88% COMPLETED! 100% N/A

Student 4 M Sep 25 94% S7L1 58% 9/11

Student 5 C Sep 25 95% COMPLETED! 100% N/A

Student 6 COMPLETED! Sep 25 91% COMPLETED! 100% N/A

Student 7 C Sep 25 98% COMPLETED! 100% N/A

Student 8 COMPLETED! N/A 87% COMPLETED! 100% N/A

EXPECTED C Oct 2 All > 80% G COMPLETED 100% Within theEXPECTED STATUS

C Oct 2 All > 80% GAll > 70% YAny < 70%

R

COMPLETED 100% Within the Last

Week

3636

Risk Management Overview

3737

Lessons Learned

• The key to success has been the Belt candidates embracing Lean Six Sigmacandidates embracing Lean Six Sigma

• Blended learning with intrusive gcoaching

– helps drive cultural change based onrelationshipsrelationships

– ingrains LSS into the work week

– allows immediate project initialization

3838

Lessons Learned

• Admin tools help– Can drive study halls & discussions based on quiz results– Accountability for Belts can install drive & pride

• Different skills sets are important for an intrusive mentor as opposed to a classroom trainerto a classroom trainer.

• Lenovo adjusted course requirements for certain organizations based on their needs

3939

Tools to Support Intrusive Coaching

Wave Management System‐ Customized ReportingCustomized Reporting

‐ Automated Alerts

‐ Detailed

Analysis


40

Questions?

Thank you for joining “Intrusive Coaching: Building Your Belts’

Capability, Confidence, and Control”

Bill Hathaway, MoreSteam.com

Diane M. Reddy, UW-M

Keith Schellenberger, Lean Six Sigma Services


41

Contact Us

A copy of this presentation is available at www.moresteam.com/coaching

• To learn more about Blended Learning, call or email

– Kathy Miller: 414.247.1081, [email protected]– Chris Paret: 814.238.0002, [email protected]

• Diane Reddy, UW-M: 414.229.6432, [email protected]

• Keith Schellenberger: 919.387.9570, [email protected]


42

Documents

Final Slides 120309.ppt [Read-Only] - MoreSteam€¦ · Bloom’s Revised Taxonomy 6C t6. Create 5. Evaluate 75% of quiz questions require 4. Analyze higher order thinking kill 2