Dr. Denise Bannan, Mr. Jeff Chapko, Dr. Jill Langen This presentation outlines what steps would have been beneficial, along with deploying some CQIlean.

Dr. Denise Bannan, Mr. Jeff Chapko, Dr. Jill Langen

This presentation outlines “what steps” would have been beneficial, along with deploying some CQI—lean six sigma tools, in a sequence that could replicated by future Lean Six Sigma teams.

It is important to note that the project team will have an implementation plan that extends beyond the end of this training period, but has successfully outlined a process that will eliminate waste and inefficiencies identified (even beyond the scope of this project).

LEAN SIX SIGMA Bb Course Load

PROCESS MAPS

Lesson Learned #1: It is important to ensure that you have ‘end user’ input into the process. Relying only on “information” that is passed on through two and three levels of filtering may not get to the ‘root cause’ of the problem you are trying to address.

DEFINE

 • Estimate the number of course loads completed per year

 • Review 50 random requests and record how many are inactionable due to

incorrect information or inappropriate request

• Record how many Bb course shells are not completed by the beginning of the quarter

• Track a sample 25 requests and record how long it takes for the Bb course shells to be completed (there will likely be a good bit of variance here as one’s with incomplete information may take a great deal of time)

• Track a sample of 25 mandatory Bb loads and record how long it takes for the Bb course shells to be completed.

Lesson Learned #2: As we were reviewing the project charter with the team, we realized that we had NO baseline measures in place to sample. If we wanted to ensure success, we needed to have ‘proof’ that our process was measurable in order to produce results that could be compared.

MEASURE

ANALYZE

CURRENT BLACKBOARD LOADS PROCESS

ANALYZELesson Learned #3: It is very important to keep the project team on task of the current process and NOT jump to the solution phase. The group was interested in solving the problem before knowing all of the process.

Lesson Learned #4: During the process mapping phase, it was discovered that we had gaps in our “inputs” into the process. We had NOT considered this in our initial project overview or analysis. The process mapping was critical to pointing this out.

IMPROVE

Lesson Learned #5: As we were reviewing ‘voice of the customer’ data that had previously been received, it was evident that common themes emerged that were not evident if one were to review the information (surveys of conversations) in isolation. More elements of the project were identified as solutions and were more far reaching than original thought when the proposal first was reviewed.

Lesson Learned #6: Also, an additional ad-hoc committee (outside of the scope of this project) was formed to map the current “input” process into OASIS (our student information systems). Since the group identified that “input” errors resulting from the process were key to the overall success of this project, this was a critical step to ensure happened simultaneously. The ad-hoc committee formation consisted of TWO original project team members and three end user stakeholders who actually “do” the input into the process. A separate committee was formed to complete this project to avoid “project creep” and maintain focus on the original project.

IMPROVE

IMPLEMENTATION

Lesson Learned #7: Lesson learned that we had not set up an implementation plan with specific deadlines and reporting dates and therefore had misinterpretation of actual due dates (i.e., fall 2012 versus October 1, 2012). In addition, have an Executive sponsor was helpful in maintaining the priority of programming/resources needs.

IMPLEMENTATION

• Procedures for accurately creating and entering the course schedules into OASIS are being created.

• Programming will be completed that will allow:• lists to identify mandatory Blackboard course loads for

on-ground campuses.• faculty to select WEB enhancement directly from the

Solar System (utilities menu).• automatic loads for Online courses.• multiple teachers and teaching assistants for a course.• edits to Blackboard shell names versus OASIS master

shell names.

Improvements Made from this Project

• More emphasis on the need for Blackboard course shells beyond the Online courses.

• On-ground courses contain a “technology” component that allow students to have access with course materials and direct communication with faculty outside of regular class meeting times.

• “Leaning” the Blackboard load process through automation will not only impact efficiency but also increase customer satisfaction.

Impact on Organization’s Goals

QUESTIONS?