MoreSteam.com

Blended Learning

Finding the Sweet Spot:

Combining e-Learning

with Classroom Instruction

The Case for Blended Learning

Learning Objectives – Three Questions:

• What is Blended Learning?

• How does it compare to classroom instruction?

• Can blended learning better satisfy training CTQC’s?

Lean Six Sigma Training

Imperative:Lean Six Sigma deployments require building deep skills and capabilities…

which requires training, which is usually a very

expensive proposition.

Classroom Batch Training Model

Ironic?

Six Sigma & Lean Methods are usually taught using a batch model –instructor-led classrooms of large lot sizes…and…the most expensive delivery method.

Classroom Batch Training Model

Shouldn’t Six Sigma and

Lean Methods be taught using

Six Sigma and Lean Methods?

Classroom Batch Training Model

Week-long classroom sessions to learn Six Sigma and Lean Methods can be like drinking from a fire-hose.

Classroom Batch Training Model

Classroom Training:• Is Expensive• Is Not Scalable• Requires Large Lot Sizes• Is Subject to Instructor

Variability• Offers Little Temporal or

Geographic Flexibility• Is a One-Time Event

Classroom Batch Training Model

So why is the classroom batch model sowidely used?• Effectiveness – it works well• Helps develop personal connections – think of

Black Belts as network hubs• Inertia - Paradigms• Revenue – it is very profitable to training

providers

Report Card – Classroom Training

Critical To Quality Characteristics Classroom Online BlendedAdministrative Burden C Consistent Quality C Customization - Local Content ACost - Instruction, Travel, Facilities, Binders FConfigurable C Effective Skill Building - Project Application BEfficiency - Time Spent Where Needed DFacilitates Teamwork AFlexibility - Geography DFlexibility - Scale DFlexibility - Time FHands On Practice AInteractive Practice BManageable Bites FMatch Learning with Doing DProject-specific Coaching AReal Time Support AReference - On Demand D

Online Learning

• Lot Size of One• Proven Effectiveness• Flexible for Time and Distance• Consistent Message• Scalable• Ongoing Refresher Training• Low Cost

Adoption of e-Learning

Percentage of Training Delivered via e-Learning

5

7

9

11

13

15

17

19

1997 1998 1999 2000 2001 2002 2003

Source: ASTD

One Reason - Cost

Online training yields 80-85% cost reduction compared to classroom training.

Note: Assumes company with 30,000 employees training 10% as GB and BB

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Forms of e-Learning

• Asynchronous Interactive Online Training

• Online framework for textbook-based instruction

• Live Web Events

• Unstructured resources (iSixSigma.com)

Academic Studies

Stanford University• e-Learning as effective as classroom instruction in

teaching mathematics to gifted students.http://www-epgy.stanford.edu/research/index.html?papers

University of Tennessee• Combination of e-Learning with classroom instruction

more effective than classroom alone. Graduate school population.

http://www.knowledgeability.biz/weblearning/blendedresults.htm

Supporting Data

Does online learning work for Six Sigma?

Supporting Data

University of Michigan Study:Students enrolled in online Six Sigma Black Belt course compared to students enrolled in classroom program.

Results: Mean performance on exams, graded assignments and case studies slightly higher for online students, although not a statistically significant difference. Online learning as effective as classroom instruction.

Note: Self-selection bias

Supporting Data

ASQ Data:Participants in Six Sigma Black Belt Certification Exam who prepared through MoreSteam.com online training compared to all other participants (preparation method unknown).

Results: Mean pass rate on exam showed no statistically significant difference at 90% confidence level.

Note: Self-selection bias

e-Learning Report Card

Critical To Quality Characteristics Classroom Online BlendedAdministrative Burden AConsistent Quality ACustomization - Local Content CCost - Instruction, Travel, Facilities, Binders AConfigurable BEffective Skill Building - Project Application BEfficiency - Time Spent Where Needed AFacilitates Teamwork FFlexibility - Geography AFlexibility - Scale AFlexibility - Time AHands On Practice FInteractive Practice AManageable Bites AMatch Learning with Doing BProject-specific Coaching DReal Time Support DReference - On Demand A

Blended Learning

How can we enjoy the benefits of both online and classroom training?

Blended Learning

• Combines Online Learning with Classroom Instruction

• Achieves the Best of Both Worlds– Studies show blended training works

better than any single mode of training

Blended Training

• Online training used for background and mechanics, classroom for application

• Many different models are being used

• Economics are driven by reduction in travel & classroom time

• Classroom sessions must be re-designed for more practice/application

Blended Learning Report Card

Critical To Quality Characteristics Classroom Online BlendedAdministrative Burden C A B Consistent Quality C A ACustomization - Local Content A C BCost - Instruction, Travel, Facilities, Binders F A BConfigurable C A BEffective Skill Building - Project Application B B AEfficiency - Time Spent Where Needed D A BFacilitates Teamwork A D BFlexibility - Geography D A BFlexibility - Scale D A BFlexibility - Time F A BHands On Practice A F BInteractive Practice B A AManageable Bites F A AMatch Learning with Doing D B BProject-specific Coaching A D BReal Time Support A D AReference - On Demand D A A

Common Blended Models

• Ohio State University: E-Learning Followed By 1 Week Classroom Session– One-week session covers all phases of DMAIC in summary– Focused on harder subjects – Statistics/DOE– Instruction must be revised to be very application-oriented

• Rolls-Royce: Classroom Workshops Following Each DMAIC Phase– Built around case studies and actual project work– Economics depend on geography– Benefit of sequencing the training more closely with project flow

• EDS: E-Learning Supplemented with Scheduled Virtual Events– Web-based workshops & coaching– Low cost, but no face-to-face interactions– May be better for groups who know each other

• Xerox: E-Learning As Pre-work for Standard Classroom Training– Accelerates pace of classroom instruction– Screens out the uncommitted

What We Have Learned

• Individual learning styles and company culture matter• Cost of training matters no matter how much the Six Sigma

program saves• Debate has shifted from “web vs. classroom” to “how to blend”• Practice is crucial to learning – regardless of training method • The design of classroom instruction must change to be more

application-oriented, and simulations are a powerful approach• There is no free lunch when it comes to training time - structure is

needed• Infrastructure of project selection and support still critical• Customization is very important, but effective customization

requires the right architecture.• “Fun” is a meaningful differentiator