EDUCATION UNDER THE MICROSCOPE Applying Six Sigma

By John T. Baun and Mary Thomas Scott

BUSINESS

to Workplace Training
Learning professionals know to always keep an eye on the bottom line. Using Six Sigma methodology can bolster your case for training and eliminate excess expenses.

n 2008, the U n i t e d States spent a n estimated $134 b i l l i o n o n e m ployee training. E m p l o y e r s train employees for i m p r o v i n g job skills, career advancement, i n d u s t r y certifications, a n d the quality of life of

their employees, a m o n g other reasons. E m p l o y e r s presume a return o n their investment i n the f o r m of more q u a l i f i e d employees or employees

w i t h a more positive attitude toward their job a n d o r g a n i z a t i o n . T h e last t h i n g a n e m p l o y e r wants is to s p e n d m o n e y that does not result i n some benefit for h i m .

The bottom line

T h e A m e r i c a n Society for Training a n d D e v e l o p m e n t (ASTD) reported i n 2008 that, o n average, employers spent more than $1,000 per employee for trainingnot accounting for time lost i n training. Employers certainly have embraced the need for employee training w i t h such a n expenditure.

LISTEN TO THIS FEATURE at www.astd.org/TD/TDpodcasts.htm A U G U S T 2 0 1 0 I T+D I 63

However, a c c o r d i n g to a study o n
r e t e n t i o n i n The Journal of Economic

t r a i n i n g requires a s c r u t i n y of the cor poration's e d u c a t i o n a l process. The f o l l o w i n g outlines the m e t h o d for u n d e r t a k i n g and a n a l y z i n g a cor porate e d u c a t i o n a l process by e x a m i n ing t r a i n i n g needs relative to the job sequence rather than i n d i v i d u a l jobt r a i n i n g process.
Using S i x S i g m a evaluation

Education, the annual rate of retention loss of m a t e r i a l learned averages be tween 13 to 23 percent. In other words, A m e r i c a n employers are t h r o w i n g away between $17 and $30 b i l l i o n a year o n u n u s e d or lost training. Rea sons a b o u n d for this retention loss, ranging f r o m lack of use of the materi al learned to interference effects f r o m other material learned, to i n a p p r o p r i ate i n s t r u c t i o n for the tasks at h a n d . In this article, we examine one w a y to alleviate some of this retention loss and, thus, some of the resulting eco n o m i c loss by a l i g n i n g t r a i n i n g w i t h need. The first step of the analysis is the i d e n t i f i c a t i o n of the knowledge, skills, a n d abilities (KSAs) used a n d reinforced by the targeted job (TJ) a n d , as i m p o r t a n t , the i d e n t i f i c a t i o n of the expected KSAs used by operators i n the subsequent job (SJ) i n the p r o d u c t i o n flow. This focus concentrates training o n that w h i c h is necessary, used, and reinforced, thereby r e d u c i n g over-training or u n u s e d or i n a p p r o p r i ate training. Achieving an efficient and directed training program requires a systematic look at training needs not only from the confines of the job but also relative to the job's interaction and interconnectivity to the SJs. By concentrating o n the educational process, one changes the focus f r o m training for the job to educat ing for the job requirements according to corporate workforce needs. This shift allows the training department to trans f o r m workers f r o m mere job operators or spectators (TJOs or SJOs) to workers involved with the real business of their jobs. This new focus also transforms training from a reactive-based approach that examines individual job-related outcomes into a proactive educational approach based o n the worker's acquisi tion of KSAs. In addition, such a shift identifies those workers w h o have the necessaryor a significant n u m b e r o f KSAs for new or expanded jobs as the corporation requires. i n g p r o g r a m , the initial reaction is: "We hire good trainers w h o already ex a m i n e our t r a i n i n g programs to m a k e sure that the needs are all inclusive a n d cutting edge. W h y do we need to go through a further analysis?" The answer? Because m o n e y mat ters! A failure to match effective training with a structured educational process leads to under- or over-utilization of h u m a n and financial capital, also k n o w n as waste. Unless the training is i n t e n d e d to s u p p l e m e n t the employ
Educational analysis

for training p r o c e s s

O n e m e t h o d of c o n d u c t i n g a process evaluation is a n analysis u s i n g Six Sig m a principles. Six S i g m a f u n d a m e n tally targets waste measurement a n d r e d u c t i o n . It can be a p p l i e d as readily

Through targeted training, operators will build an inventory of established, applied, and retained knowledge. A prudent Six Sigma analysis by a corporate training program that is based on an educational system review process will prevent unnecessary or redundant training for the trainee and the learning department.

to areas of t r a i n i n g a n d e d u c a t i o n as any i n d u s t r i a l quality c o n t r o l endeav or. To design an appropriate c o r p o rate e d u c a t i o n a l analysis a n d process, the design a p p l i c a t i o n D e s i g n For Six Sigma (DFSS) using the D e f i n e - M e a sure-Analyze-Design-Verify ( D M A D V ) m e t h o d o l o g y is more appropriate than the traditional D e f i n e - M e a s u r e Analyze-Improve-Control (DMAIC) m o d e l . B e l o w we u n p a c k each step of the D M A D V m e t h o d .

Define

The first step for assessing a c o r p o rate e d u c a t i o n system begins w i t h a n analysis by a Six Sigma Black Belt (BB) w h o facilitates the assessment of the organizational a n d operational needs by a s s e m b l i n g a n d t r a i n i n g a t e a m to incorporate this broader outlook. For example, a training d e p a r t m e n t might say: "We are instituting a n e w e m a i l p r o g r a m o n our intranet a n d need to get everyone training o n the n e w p r o g r a m . " A BB team w o u l d say: "We are l o o k i n g at the e d u c a t i o n a l processes needed w i t h i n the o r g a n i z a t i o n to s u p port the corporation's c o m m u n i c a t i o n platform, a n d we are i d e n t i f y i n g those elements that are critical to quality (CTQs) to assure successful perfor m a n c e . " At this stage, the analysis oc curs t h r o u g h reverse engineering. To identify the C T Q s of a TJ, the analysis begins by regarding the t r a i n ing p r o g r a m (or a process line) w i t h i n the o r g a n i z a t i o n as an e d u c a t i o n a l sys t e m . A c c o r d i n g to Six Sigma principles, the C T Q s of a f u n c t i o n are d e f i n e d f r o m the perspective of the needs of
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ees' quality of life, corporate t r a i n i n g is an investment and s h o u l d be measured for its on-the-job ROI. This type of

Often w h e n asked to re-evaluate the effectiveness of a corporation's t r a i n 64 I T+D I AUGUST 2010

its customers. Here, the customers of the TJs, for e d u c a t i o n a l purposes, are the SJOs. To identify the needs of the SJO b a s e d o n t h e o u t p u t o f the T ] , the B B t e a m b e g i n s by o r g a n i z i n g f o c u s g r o u p s o f the SJOs to i d e n t i f y gaps i n the TJO's o u t p u t that i m p a i r subsequent job quality. The purpose here is not t o a s c e r t a i n the TJO's l e v e l o f e d u c a t i o n b u t r a t h e r to a s k the SJOs w h a t a d d i t i o n a l o p e r a t i o n s c o u l d be p e r f o r m e d by the T J O that w o u l d i m p r o v e t h e SJOs' p e r f o r m a n c e a n d q u a l i t y o u t p u t a n d re d u c e waste. T h e d i f f e r e n c e b e t w e e n the TJO's K S A s a n d the SJO's C T Q s are TJO's gaps i n l e a r n i n g (GIL). T h i s c a n b e e x p r e s s e d as CTQsSJO-KSAsTJO = GILsTJO After i d e n t i f i c a t i o n of the gaps, the B B - l e d t r a i n i n g team meets w i t h the TJOs to elicit the TJOs' preferences for resolving those gaps. The TJOs' i n p u t is critical for m a n y reasons. First, once a learner understands the n e e d for the prescribed learning, he c a n participate in m a k i n g his o w n training as benefi cial as possible. This w i l l result i n a greater interest f r o m the TJO i n a s m u c h as he has h a d i n p u t into the t r a i n i n g p r o t o c o l as o p p o s e d to a p r o t o c o l be ing foisted u p o n h i m . S e c o n d , the TJO m a y w e l l h e l p target the t r a i n i n g to e m b r a c e o n l y those elements necessary to fill his o w n GILs. For example, f r o m the TJO's perspective it makes no sense to s e n d employees to a full day of M i c r o s o f t Excel t r a i n i n g w h e n they i n t e n d to use the p r o g r a m o n l y s p o r a d i c a l l y a n d their needs c o u l d adequately be met by a n i n t u i t i v e H e l p p r o g r a m v i d e o or o n e - o n - o n e t r a i n i n g . S u c h targeted t r a i n i n g enables TJOs to b e c o m e ac tive p a r t i c i p a n t s i n o b t a i n i n g the help necessary to p e r f o r m the i d e n t i f i e d CTQ components. The w o r k f l o w process a n d its c o m p o n e n t pieces a n d i n p u t s c a n be m o d e l e d as s h o w n i n Figure 1. A l t h o u g h focus groups are an i m portant source to obtain i n f o r m a t i o n about needs, m u c h of what customers really need resists ready identification. According to the article " H i d d e n M i n d s "
in the Harvard Business Review, u p

to 95 percent of what a customer (the SJO) w a n t s f r o m a n e w s e r v i c e o r e d u c a t i o n a l p r o g r a m m a y not b e able to be articulated or even identi f i e d . H e r e , t h e B B b r i n g s v a l u e to the p r o c e s s . H o w e v e r , t h e B B w h o c o n d u c t s t h e C T Q a n a l y s i s n e e d s to d i g d e e p e r a n d n o t s i m p l y rely o n a f o c u s g r o u p t o u n c o v e r the real n e e d s o f the o p e r a t o r s . To counteract s u c h possible o m i s s i o n of C T Q s , a full inventory a n d anal ysis of the KSAs for each employee i n the w o r k p l a c e s h o u l d be undertaken. C o m p r e h e n s i v e interviews w i t h prior job operators (PJOs), SJOs, a n d current TJOs reveal a true 360 degree analysis of what the TJOs need. After facilitating the focus groups analysis, the BB constructs a cause and effect d i a g r a m that charts the causes that lead to an o u t c o m e . C o u p l i n g this chart to the i n f o r m a t i o n gleaned f r o m the focus groups, the B B i d e n t i fies the hurdles to the resolution of job c o m p l e t i o n or i m p r o v e m e n t with a visual display that identifies those i m p e d i m e n t s that prevent employees f r o m b e i n g fully effective. After the C T Q s are identified a n d barriers exposed, the BB team must lead the o r i g i n a l focus group through a r a n k i n g of the GILs. The ranked GILs w i l l f o r m the basis of the l e a r n i n g m o d e l needed for the TJOs to fulfill their job needs a n d deliver the C T Q s for the SJOs. After r a n k i n g the GILs, the focus turns to the i d e n t i f i c a t i o n of l e a r n i n g programs that have the capability to fulfill the GILs by teaching those KSAs that reinforce the C T Q s . In the same way the operator has been evaluated to determine what KSAs are present or lacking, a training program is evaluated to determine what KSAs it can deliver so that the training will m a t c h the GILS without excess or redundant training. S i m p l y put, training programs need analysis to identify the KSAs instilled by a potential training program. Take the M i c r o s o f t Excel training example: The KSAs delivered i n Excel t r a i n i n g enable a n operator to create a spreadsheet or p e r f o r m functions w i t h i n that Excel p r o g r a m . The KSAs of this software p r o g r a m provide

Knowledge to work o n a table/grid environment to identify c o l u m n s a n d rows to identify cell addresses i n a table Skills to use the up and d o w n a n d left and right buttons o n a c o m p u t e r to use the page up a n d page d o w n keys to increase dexterity Abilities to enable the user to a d d a c o l u m n of n u m b e r s to enable the user to p e r f o r m sta tistical f u n c t i o n s to enable the user to p e r f o r m m a t h e m a t i c a l calculations. C o n s i d e r a situation i n w h i c h an operator, w o r k i n g for a c u s t o m parts manufacturer, requires t r a i n i n g to p e r f o r m a m a c h i n i n g operation for a p r e - d e t e r m i n e d n u m b e r of parts per order for a c o m p a n y . The operator must, as part of his job, select the correct a m o u n t of r o u g h - s i z e d material f r o m the material storage. The d r a w i n g identifies the length a n d w i d t h of the object to be m a c h i n e d . In a d d i t i o n , the d r a w i n g notes state that the part w i l l best fit o n the material stock diagonally. To ascertain the length of the stock needed to p r o d u c e these parts, the first step is to determine the m a x i m u m diagonal distance between the two farthest points, or i n geometric terms, the hypotenuse of the triangle of the length a n d the w i d t h of the mate rial. To do this, one must calculate a square root. Thus, one of the C T Q s for this particular m a c h i n i n g operation is the identification a n d c a l c u l a t i o n of square roots. The operator w i l l per f o r m the c a l c u l a t i o n u s i n g Excel. In our example, the relevant train ing q u e s t i o n is: " M u s t the operator sit through a full day of Excel t r a i n i n g to learn this relevant job operation or is that employee better served by a t r u n cated, targeted training of Excel?" C o n d u c t i n g s u c h a detailed C T Q a n d KSA identification for every operation a n d every operator or employee m a y not be justified by a c o m p r e h e n s i v e costbenefit analysis i n every situation, but w h e n training dollars are tight, a closer
A U G U S T 2010 I T+D I 65

American employers are throwing away between $17 and $30 billion a year on unused or lost training. Reasons abound for this retention loss, ranging from lack of use of the material learned to interference effects from other material learned, to inappropriate instruction for the tasks at hand.

trainers a n d operators rate the most i m p o r t a n t KSAs or C T Q s for a p a r t i c u lar job regardless of frequency. This process identifies the most i m p o r t a n t features t h r o u g h the use of weighted measures s u c h as a s i m p l e Likert scale. Each plant or operations d i v i s i o n w i l l have to evaluate its o w n C T Q s a n d KSAs i n a m a n n e r that satisfies the requirements of the o p e r a t i o n as well as the needs of the operator or d i v i s i o n d o w n the line. In the s e c o n d a p p l i c a t i o n o f the m e a s u r e phase, the o u t c o m e m e t r i c s evaluate the i m p a c t of the training, typically through a prea n d p o s t - i n t e r v e n t i o n analysis. T h i s i n c l u d e s assessment a n d testing, measurements regarding retention

final step is to categorize the KSAs' characteristics a c c o r d i n g to learning, retention a n d use, i m p o r t a n c e , cost to satisfy, or other relevant g r o u p i n g categories. A n o t h e r m e t h o d for order ing the C T Q s (and hence the GILs) is to weight the C T Q s a n d GILs by p e r f o r m ing pair-wise c o m p a r i s o n s between the C T Q s a n d the d e m a n d s . In o u r earlier Excel example, the C T Q is the need to f i n d the distance between the two points a n d the KSAs are the necessary knowledge, skills, a n d abilities of an operator to calculate the resulting square root. At this stage the KSAs inherent to the task are evalu ated regarding a learner's ability to assimilate the KSAs to satisfy this C T Q a n d relative to the GILs of a particular operator. By c o m p a r i n g the C T Q s w i t h the GILs of the operations, the t r a i n i n g then c a n be correlated to o n l y those C T Q s that n e e d to be addressed, o n l y those KSAs needed, a n d i n a m a n n e r that the TJO w i l l effectively absorb. N a r r o w i n g the range of t r a i n i n g KSAs affects choices regarding delivery a n d asset allocation. For example, if the operators need to identify a n d cal culate a square root, but the c o r p o r a t i o n does not have the hard assets to s u p p l y each operator w i t h a computer, a training program incorporating a s i m p l e $4 calculator a n d a review of the Pythagorean t h e o r e m rather t h a n a f o u r - h o u r Excel or C A D software t r a i n i n g m a y be the most cost-effective m e t h o d to satisfy the required K S A t r a i n i n g a n d satisfy the C T Q f u n c t i o n . Thus, after the necessary GILs and their hierarchy are established, the BB team is ready to design a training pro gram that best addresses these GILs. This will vary according to the programs that are available, the competency of each trainer with a variety of training proto cols, the time required for the training, and the resources of the company.
Design

scrutiny to m a t c h needs w i t h train ing benefits the b o t t o m line. Thus, by d e f i n i n g the C T Q s of the job task, the KSAs of the operators, a n d the GILs the B B team is ready to begin assessment of the n e w t r a i n i n g protocols.
M e a s u r e

over t i m e , a c c u r a c y of c a l c u l a t i o n s , increase i n part quality, a n d so f o r t h . Outcome metrics vary depending o n the c h a r a c t e r of the o u t c o m e as w e l l as s u i t a b i l i t y or fit of a p a r t i c u l a r metric methodology.

A n a l y z e

The next step i n the D F S S m e t h o d ology, the measure phase, validates the metrics for the new process. This phase has two applications: the m e a surement of the C T Q s a n d KSAs of the internal training, a n d the estab lishment of outcomes measurement metrics of the pre- a n d p o s t - s o l u t i o n analysis to measure the i m p a c t of the training process. The internal metrics are those measurements that correlate the C T Q s of the job to the KSAs delivered by the training p r o g r a m . O n e s u c h m e t h o d is to identify the KSAs integral to various t r a i n i n g programs a n d c o m p a r e t h e m to the C T Q s required. This correlation is a c c o m p l i s h e d using a K S A / C T Q m a trix. The goal is to identify those avail able t r a i n i n g programs that c a n train the highest n u m b e r of relevant KSAs a n d hence fulfill the greatest n u m b e r of C T Q s . The p r o g r a m that delivers the highest n u m b e r of KSAs required for a particular job distinguishes itself as the most effective t r a i n i n g p r o t o c o l for that p o s i t i o n . A n o t h e r m e t h o d used by the BB team a n d the focus groups is to rate KSAs quantitatively by w h i c h b o t h
66 I T+D I A U G U S T 2010

After establishing the measurements of the KSAs, CTQs, and GILs, the next step is the development of a training pro gram with all three of these parameters in m i n d . Developing a training program that satisfies these parameters will al low a trainer to drill d o w n to include only necessary training and to discard the unnecessary over-training. At this stage it is important to distinguish CTQs or KSAs that are already k n o w n by the operators but may not be proficiently used or mastered from these that are u n known to best match the training needs. The operator already may have the KSAs to perform the CTQs but may not be proficient i n their use. Knowledge w i t h out proficiency can result i n GILs, but i n such a case a refresher or remediation program, rather than new training, may be the better choice. At this stage, the B B team w i l l ana lyze the design feature needs of the training. O n e m e t h o d for establishing or o r d e r i n g the C T Q s , KSAs, a n d GILs is the creation of a customer d e m a n d m o d e l ( C D M ) i n w h i c h C T Q s correlate to d e m a n d s . After i n d e n t i f y i n g a n d p r i o r i t i z i n g the d e m a n d s a n d the KSAs needed to satisfy those d e m a n d s , the

In the design phase the BB team designs various t r a i n i n g programs that c a n satisfy the established GILs through the use of existing programs, i n t r o d u c t i o n of new programs, or the a m a l g a m a t i o n of sections of various stock programs. The BB t e a m develops

Figure 1| KSAs/CTQs & JOB IDENTIFICATION LOOP

the t r a i n i n g design u s i n g s i m u l a t i o n tools to predict C T Q performance, evaluating the iterations a n d revis ing the p l a n u n t i l the C T Q predictions meet the t r a i n i n g requirements. By simulating the training effective ness and introducing a pilot program, the Six Sigma analysis assists i n deciding the most cost-effective training within a corporation's budget and avoids waste of financial resources. Here it is necessary to develop multiple avenues to address the GILs by first brainstorming various designs and conducting a focus group with input from the budget owner, nar rowing down the various training pro grams to two or three possible programs and finally settling o n the most benefi cial and effective program. For training to benefit the corporation, it must en hance productivity and be cost effective and affordable. O n c e the pilot meets the d e m a n d for training, the B B team must develop a n efficient a n d cost-effective i m p l e m e n tation plan. A t t e n t i o n to the budget is critical: A training department not aware of budgetary considerations for its programs may soon become a train ing department i n search of a c o m p a n y !

t r a i n i n g d e p a r t m e n t verify that the t r a i n i n g p r o g r a m has met the neces sary G I L s for the SJOs' needs. T h e B B t e a m does so by d e v e l o p i n g c o n t r o l plans and metrics and collecting p e r f o r m a n c e d a t a after t r a i n i n g . Here the B B t e a m c o n t i n u e s to c o l l e c t a n d m e a s u r e the full p a n o p l y of m e t r i c s , devices, a n d i n f o r m a t i o n gathered t h r o u g h the focus g r o u p s , surveys, loss analysis, a n d so f o r t h to c h e c k for failures i n t r a i n i n g a n d t h e i r ef fect o n o p e r a t i o n s . T h e use of a n y particular evaluation method and m e t r i c s are p a r t i c u l a r to the job o p eration being monitored.

T h r o u g h targeted training, operators w i l l b u i l d a n inventory of established, a p p l i e d , a n d retained knowledge. A prudent Six S i g m a analysis by a c o r p o rate t r a i n i n g p r o g r a m that is based o n an e d u c a t i o n a l system review process w i l l prevent unnecessary or r e d u n d a n t training for the trainee a n d the learn ing department. Training departments need to eval uate corporate needs p r i m a r i l y f r o m the eye of the customer, rather than the viewpoint of the trainer. Excess or u n related training leads to b o r e d o m , loss of retention, a n d f i n a n c i a l waste, a n d does not m a x i m i z e the h u m a n capital resources of the corporation. T+D

Use DMADV to maximize training resources

By evaluating i n d u s t r i a l t r a i n i n g needs through a Six Sigma analysis process of targeted e d u c a t i o n , waste is e l i m i n a t ed t h r o u g h two channels: The r e d u c t i o n i n the scope of training to eliminate that w h i c h is unnecessary a n d greater efficien cy due to l i m i t e d remedial t r a i n i n g for operators w h o s e KSAs were lost t h r o u g h decay Retention loss a n d the r e d u c t i o n in the a m o u n t of t r a i n i n g hours that TJOs c o n s u m e for t r a i n i n g . As jobs b e c o m e m o r e c o m p l e x , they w i l l require a larger repertoire of KSAs.

John T. Baun is a principal consultant at JE Baun and Associates, a consulting firm specializing in the educational and financial optimizing of corporate training and processes; jtbaun@jebassocia tes. com. Mary Thomas Scott has worked in both the private and public sectors, including Six Sigma work environments, conducting workforce analyses and supporting organizational development for more than 20 years; mts@professionalsed.org.

Verify
T h e last p h a s e of this p r o c e s s is the verify phase i n w h i c h the B B a n d
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A U G U S T 2010 I T+D I 67

COPYRIGHT INFORMATION

Author: Baun, John T.; Scott, Mary Thomas Title: Business Education under the Microscope: Applying Six Sigma to Workplace Training Source: T+D 64 no8 Ag 2010 p. 62-7 ISSN: 1535-7740 Publisher: American Society for Training and Development 1640 King St., Box 1443, Alexandria, VA 22313

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