Did the pandemic force you to re-think your Lean Six Sigma training approach? Are you interested in adapting to a virtual approach without losing effectiveness? Do you want to increase your rate of real-world application and get better process improvement results? Then this webinar is for you! We’ll provide insights on how to successfully transition to a “Remote Learning” model by incorporating independent study, instructor-led training sessions and maximizing engagement.

1. Remote Learning:
How to Successfully Switch Lean Six Sigma
Training From Onsite to Online
Presented by Tracy ORourke
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Where are you
from? Let us know
in the Chat area!

2. OUR MISSION AND CORE VALUES
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Mission: Revolutionize the way people learn process
improvement—making it easy for everyone everywhere
to build their problem-solving muscles
Trailblazing Spirit Cultivating Community Servant’s Heart

3. LEARNING OBJECTIVES
After completing this webinar, you will be able
to:
• Describe key components to consider when
moving training from onsite to online
• Identify elements for Lean Six Sigma training
agendas
• Select specific activities for
instructor-led sessions
• Recognize flipped classroom
concepts
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4. TODAY’S AGENDA
• Making the move to online
• Online Lean Six Sigma training agendas
• Creating interactive Lean Six Sigma sessions
online
• Including a "Flipped Classroom" approach

5. POLL # 1
Question: What is your preference for
participating in training?
A. I prefer online training
B. I prefer in-person, face-to-face training
C. I like a blend of online and face-to-face
training
D. I don’t have a preference specific to online or
face-to-face training

6. MOVING ONLINE—CONSIDERATIONS
1. Breaking up the content
2. Self-paced vs. instructor-led
3. Asynchronous resources
4. Equipment, software and tools
5. Instructor-led options
6. Optimizing engagement
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7. 1. BREAKING UP THE CONTENT
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8. 2. SELF-PACED VS. INSTRUCTOR-LED
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9. 3. ASYNCHRONOUS RESOURCES
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PODCASTS
TEMPLATESCASE STUDIES
TRAINING
VIDEOS
BLOGS

10. 4. SOFTWARE, EQUIPMENT & TOOLS
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11. 5. INSTRUCTOR-LED OPTIONS
Games,
Quizzes
Group
Discussion
Breakout
Group
Activities
Project-
Based
Activities
Guests,
Panelists, &
Speakers
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12. 6. OPTIMIZING ENGAGEMENT
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Question: Name a Waste?
Transportation!
Overproduction!
Motion!
Waiting!

13. ENGAGEMENT DOS AND DON’TS
• Start and end on time
• Keep it under 3 hours
• Conduct online
activities to optimize
engagement
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• Don’t go over the time
scheduled
• Don’t schedule long
blocks of online time
• Don’t lecture
Don’t! Do!

14. More Dos and Don’ts
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15. WHAT DOES IT LOOK LIKE?
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A B C
How?

16. EXAMPLE: HIGH LEVEL GREEN BELT AGENDA
Week 1
• 👩🏫 Live Session: Kick-off & Welcome
• Self-study: Introduction Phase & Exam
• Application/project Activities
Week 2
• Self-study: Define Phase
• Application/project Activities
Week 3
• 👩🏫 Live Session: Define Phase
• Self-study: Define Phase Exam
• Application/project Activities
• Self-study: Measure Phase
Week 4
• Self-study: Measure Phase
• Application Activities
Week 5
• 👩🏫 Live Session: Measure Phase
• Self-Study: Measure Phase exam
• Application/project Activities
• Self-study: Analyze Phase
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🖥 Self-Paced Training:
32 hours
🥳 Live Sessions:
9 hours (6 1.5-hour sessions)
📊 Application Activities:
4 hours (estimated)
Total Work Time:
45 hours (estimated) over
3 months

17. EXAMPLE: LEARN BY DOING ACTIVITIES
Intro:
• Waste Walk Check Sheet
• Project Selection
Define:
• Problem and Goal Statements
• Building a SIPOC
• Planning a Process Walk
Measure:
• Data Collection Plan
• Baseline Charts – Histograms, etc.
Analyze:
• Brainstorm Root Causes - Fishbone
• Validate hypothesis
Improve:
• Visual Management & 5S
• Solution Selection Matrix
Control:
• Monitoring and Response Plans
• Control Charts
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18. POLL # 2
Question: What is your experience with
online training?
A. Mostly good experiences learning online
B. Online learning works well for some topics,
but not well for others
C. Online learning gets the job done, but not
many memorable learning experiences
D. Online training is not truly effective
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19. EXAMPLE: PRE-WORK AND AGENDA
Pre-Work
Define Phase
• Complete online
material
• Watch assigned videos
• Read assigned blogs
• Complete assignment
for in-class discussion
and review
Instructor-Led Agenda
• Discussion topic:
Based on videos and/or
blog assignments
• Activity: Assess Problem
and Goal Statements and
provide feedback
• Activity: Write Problem
and Goal Statements for
your Green Belt project
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20. EXAMPLE: SELF-DIRECTED PRE-WORK
Define Phase
Modules to Complete:
• Introduction and Define Phase Modules (7 hours)
Videos to View:
• Meals Per Hour (6.5 minutes)
• Process Walks – Bid Solicitation Process (15 min)
• Pre-approval for Travel Process
Assignment Due Before the Define Phase Group Session:
• Project Selection Tool
• Submit this assignment to your instructor via e-mail on the
due date
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21. EXAMPLE: INSTRUCTOR-LED AGENDA
Define Phase
• Activity: Opening exercise
• Practicing seeing waste
• Q&A – Define Phase
• Activity: Problem & Goal Statements
• In breakout groups, review the Problem and Goal
Statements and provide feedback
• Activity: SIPOC
• In breakout groups, build a SIPOC
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22. EXAMPLE: OPENING EXERCISE
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What kind of waste were you exposed to this week?

23. EXAMPLE: ACTIVITY PREP
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• Problem Statement: A short description of the issue to
be addressed
• Does not contain:
• A Solution
• The Root Cause
• Blame
• Answers the following:
• What is the issue?
• What is the measure
being impacted?
That sounds
like a solution,
not a problem!
The problem is,
we need to hire
more people.

24. EXAMPLE: ACTIVITY
Problem and Goal Statements
Bahama Bistro Process:
• Take-Out and Pick-Up Order Process
Problem Statement:
• In the last month, we’ve had several pick-up order
customers returning to the Bistro claiming that we got
their order wrong. I think we have some accuracy
issues, and I think the chef is reading the orders wrong.
Goal Statement:
• The goal would be to improve accuracy by shadowing
the chef as much as I can in the next 30 days
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25. EXAMPLE: PROJECT-BASED ACTIVITY
• Write a Problem and
Goal Statement for
your Green Belt project
• Share in groups
• Provide pluses
and deltas on
the statements
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26. TRADITIONAL CLASSROOMS…
Classroom Lecture Homework Activities
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27. FLIPPED CLASSROOMS!
Online Modules Practice Activities
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28. WHERE STUDENTS STRUGGLE
?
• Making the jump from concept to application
??
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How does this
apply to my
work?

29. EXAMPLE: PROJECT-BASED ACTIVITY
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How does
this work?
SIPOC Activity
• In virtual break out
groups
• Build the SIPOC
• Instructor provides
guidance and
feedback to various
groups on SIPOC

30. EXAMPLE: HIGHLIGHTING SUCCESS
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31. WHAT’S NEXT?
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32. TIPS AND TRICKS FOR MOVING ONLINE
• Don’t transfer onsite training online “as is”
• Optimize instructor-led portions
• Test out software & equipment before $$
• Include a mix of asynchronous options
• Get creative with remote sessions
• Respect remote attention spans
• Help students “apply” learnings
• Keep engaging post-learning
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33. CALL TO ACTION
In the next 2 weeks:
• Design a 1.5 hour, instructor-led session
• Ask participants for plus/deltas
Extra Credit:
• Benchmark: Sign up for an online workshop
• Make a note of what you like/
don’t like
• Experiment and apply P-D-C-A!
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34. TODAY WE COVERED
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• Making the move to online
• Online Lean Six Sigma training agendas
• Creating interactive Lean Six Sigma sessions
online
• Including a "Flipped Classroom" approach

35. QUESTIONS?
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36. GETTING STARTED
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• White Belt Training & Certification (Training is FREE)
• Yellow Belt Training & Certification (Training is FREE)
• Green Belt Training & Certification
• Black Belt Training & Certification
• Lean Training & Certification
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38. UPCOMING WEBINAR: SEPT. 15, 11AM PT
Register today at GoLeanSixSigma.com/webinars
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39. CONTINUE THE DISCUSSION ON LINKEDIN!
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40. QUESTIONS?
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41. THANK YOU FOR JOINING US!
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