Certified Six Sigma Black Belt [Aug - Dec 2015]

Why CSSBB with SQI

Even though I have been trained in Lean and Six Sigma by my company, I have been seeking a different experience on Six Sigma from a different delivery method. A quick search online will show many private institutions offering courses on Six Sigma in Singapore. Accreditation is important for Six Sigma courses. Globally, the two main bodies accrediting Six Sigma is either the Certified Six Sigma Black Belt by the American Society of Quality (ASQ) or Lean Six Sigma Black Belt by the International Association for Six Sigma Certification (IASSC).

Typically for US companies (including my company), they recognize ASQ certifications more. And in Singapore, the main local chapter is the Singapore Quality Institute (SQI). Back in May 2015 when I tried to get more information Six Sigma courses with SQI, I find the website was not very well updated and the location of the institute was located at West Coast Recreation Center. I had a chance to meet up with the Marketing Manager and the Course Coordinator to understand more about the Certified Six Sigma Black Belt (CSSBB) course.

One of the reason why I have decided on the CSSBB course with SQI is:
- The lecturers looked very experienced. Just by simple observation, I can tell they have decades of experience behind them.
- Local context examples which is more applicable in Singapore and Asia context (compared to US)
- Long-running course which is now into its 20th intake
- Strong vigor in learning and application - there's an exams element as well as project mentoring. Throughout the course, we will get to understand many fundamentals which textbooks or companies do not teach us.
- Part-time schedule. I do not have to be away from work to take a 4-weeks full-time course.
- It is the cheapest Six Sigma course. The course fee was around $4,700 in all for members. I am self-sponsoring for the course so this is also taken into consideration.

Class in context

I signed up for the CSSBB 20th intake class as I will be in Singapore between the period of August to November. There were 9 students in the class, and we came from different industry: ranging from finance, logistics, sales and manufacturing.

The classes were held 3 times a week - Monday, Wednesday and Friday 7pm - 10pm over 36 lessons. It spanned over a 3 months period. We have to meet at least 70% course attendance. As a student, I will say the schedule is pretty intensive and all of us have to forgo any leisure, family or friends time over the 3 months period. Happy hour on Friday is also gone due to class.

Below is a class in progress with our course coordinator Mr Too. He put in a lot of efforts to explain the complex terms in easy to understand structure. The other course lecturers are Mr Teo, Ms Thia and Timothy. 

Learning about Six Sigma


For those who are new to Six Sigma, I will summarize what is Six Sigma below. It is both an improvement strategy that companies can adopt as well as a structured problem solving method. The structured method is the Define - Measure - Analyze - Improve - Control steps. And in each of the steps, there are many tools and methods that people can use to solve problems systematically. Central to Six Sigma are the many statistical tools that Six Sigma folks use to problem solve. Typically Six Sigma training also cover Lean tools and methods. The SQI CSSBB course also cover that.

The SQI CSSBB course touches and explain on the statistical concepts and applications very deeply. This is critical to understand the core tools of six sigma well. 

Compared to the Six Sigma training I received in my company, I find the delivery method by the local lecturers are amazing. The lecturers frequently challenge our knowledge and ideas, and the lessons are peppered with many interesting examples and stories.

Secondly, as the students come from different industries, there are many things to share and talk about in class. I will say the 3 months intensive period is very well spent learning from the lecturers and fellow students.

We also have several hands on session such as FMEA, playing with Catapult (as seen below) and learning how to use Minitab for Statistical analysis.

Shifting to new premises

Towards early November 2015, SQI started the shift of its premises to Peace Center (picture below). We were one of the first group of students to attend classes at the new SQI center. The location is definitely much better compared to Clementi. The vicinity is more vibrant as it is right smack in the city center.

Preparing for exams

As we have a 3 weeks break in between the relocation, as well as a 2 weeks break after our final class, we were all geared up towards our final exams on the 19 Dec (Saturday). The exams has 2 parts to it: First part is 70 MCQ 1 hr 30mins and second part is 7 long questions 3 hours. It has got to be one of the more vigorous exams I have taken these few years since graduation. The exams will be marked by NUS lecturers and the results will be release to us by post 6 weeks later.

Mr Too constantly reminded us to have group study for our exams. Our batch started quite late, only 1.5 months before the exams as the weekly study really drained our energy. There are several advantages to group studies:
1) Sharing of exams questions and resources - when all 9 of us started coming together, we shared all the six sigma resources we have from ASQ sample exams, to textbooks and so on.
2) Discussion and clarification - the discussion and clarification helps to level our understanding. Someone will raise a topic and everyone will learn from the discussion.
3) Chance to have fast food - it is during the study sessions where we have fast food. Our group of 9 is split into 2 locations: Joo Koon Fairprice Hub and Nanyang Polytechnic. The areas to study at Fairprice Hub are the fast food outlets and Nanyang Poly are the study benches (with McDonalds near by).
4) Fun - it's just plain fun. Everyone chatting about different topics - on different industries, job opportunities, life and so on.

According to a classmate, the final exams is mirrored closely to the Certified Six Sigma Black Belt Handbook by Kubiak. 

Celebrations

After the exams, we went down to Plaza Singapura for celebration lunch. Below is a photo of us celebrating.

 
We are not yet CSSBB certified. Next we will have to work on a Black Belt project and write a report for submission and presentation.

ACTA V5 [May - Aug 2015]

I first heard about the Advanced Certificate in Training and Assessment (ACTA) from a fellow colleague towards the end of 2014. The general perception I got is that this course will allow you to be a part-time trainer outside of your normal work hours. But it never cross my mind of conducting courses outside my normal work hours, so I did not pursue it further until March 2015. I am approaching ACTA from a different perspective - as an in-house trainer, I find it useful to be grounded on formal training education.

I noticed the wait time for the start of the course is around 2 months due to its popularity and limited intake each time. I am constrained by my schedule availability. Tuesday and Thursday evenings are out for me due to work and other classes. As such, there's only a class available on Monday and Wednesday evenings. I quickly signed up for the class as I know I can still drop it a month before as long as I have not paid for it. 

At the same time, I attended the ACTA briefing session, which just gives an overview of what ACTA is about.

We began our class on the 13 May 2015 (Wednesday). There are 3 modules in all. And our trainer for the first 3 modules is Rhonny Chan. Rhonny is truly an amazing trainer and it is our good fortunate to have such an amazing trainer for learners who want to be trainers. The class started with this facilitation technique called Hello! 

We have Rhonny below talking to us on a fine Saturday morning.

It is after the first 2 sessions where I found out that ACTA is not just any other trainer course. It gave me a total mindset change that training is: trainer speak, students listen. ACTA introduces to me the concept of adult learners and how we can cater our delivery best to adult learners. Another important areas is adult learners learn differently, it's different from school learning where trainer speak and students listen. The adult students themselves have much to share. 

In Module 1, we learned many of the Adult Learning Principles, on how to understand learner's profile, the adult theories, strategies to help adult learn and role as a trainer. Moving on to Module 2, we touch on the method in designing a lesson plan and how we can go about creating active learning environment. Module 3 is all about practice and how we applied what we have learned. 

The main deliverables for the course are ePortfolio entries where we have to reflect what we have learned and how do we plan to apply them in our workplace.

Throughout the course, we have many opportunities to be engaged in different activities, such as building the tallest tower below. 

Here I am conducting a facilitation class myself below.

At the end of Module 3 on the very last day, I got an award together with Tyrone for being winners for both Module 1 and Module 3.

Here is our group photo. The demographics of the class is amazing - high cognition.

On our last module before we have a one month break, we went for durian (Wang Zhong Wang) at Dempsey. 

We resumed class towards the end of July for Module 4 and Module 5. And we have a different trainer for Module 4 and 5. She is Ms. Kala as seen below. The next few photos are of us celebrating birthday for Candice.

One of the best takeaway from Module 4 is a greater understanding of WSQ framework. Now I understand the difference in quality of WSQ courses and non-WSQ courses. And have great appreciation for the government in trying to foster life-long learning.

After the module completion, I got a chance to apply my knowledge of WSQ by writing a letter of complain on behalf of my mum about a Approved Training Organization (ATO) to WDA.

Module 5 is mainly focus on Assessment and we are evaluated on how we go about doing facilitated assessment (face-to-face interview and role-play).

It has been a great ACTA experience. Below is our final group photo. Thanks to Weili for the great mooncakes. 

Application of facilitation techniques

On the 1st July, I was invited to conduct a New Employee Orientation. I immediately applied the '35' technique which I have learned and get the new hires involved and think through some definitions. 

ACTA V5 Module 1 Learning Experience

This is a walkthrough of my Module 1 so I can reference to it in the future. It has been slightly modified so it does not disclose company-related information and it has been structured into a more story flow.

Based on lessons from Module 1 thus far, I have learnt the different facilitation techniques, profiling of our learners, and the many adult learning theories: MK’ Andragogy & Self-Directed Learning, JM’s Transformational Learning, SB’s Critical Thinking, Gary Mitchell’s 10 Adult Learning Principles.

Faciliation Techniques
Previously, I learned training and facilitation techniques from my US counterparts which have a very interactive style of delivering the content. I related the techniques (meaningful learning) to what I have encountered previously by making a summary of it below:

a) Hello! - This is what we also typically use for ice-breaking. The main difference is we pair the learners up and have one learner introduce another learner.
b) Think Group Share - This is one of the most frequently used techniques when we break the students up into groups.
c) Jigsaw - See below 'Gallery Walk'
d) Gallery Walk - We used this together with Jigsaw where learners critique and evaluate the other learners project summary.
e) Critical Thinking - Have not used this technique
f) Peer Learning / Voting - We only use the voting technique when evaluating exercises in understanding their competency in them.

1. Target learners
In Module 1, we learned about 10 pertinent information of learner’s profile. From these, I find that the following are most applicable for use to profile the staff in my organisation.

a. The first is Job Categories because my company is a functionally-structured organization. The functional axis is stronger than its matrix and project teams. Understanding what job categories they belong will help ensure that relevant examples and functional alignments in the delivery of the training content. Within each functional category, there is the different position level. Depending on whether they belong to leadership, middle management or staff level, the learners profile will also be different. 

b. The second is Demographic. Due to the wide dispersion of our staff across different Asia Pacific sites, there are cultural understandings that we may need to consider. Lessons start-time and end-time varies across the countries, the delivery style also need to be varied where students in Japan are comfortable with a lecture-style approach while students in Australia require more hands-on.


c. The third is Attitude. It is important to understand why the students sign up for the courses in the first place. This is done through the pre-course survey and project team teleconference to understand why they signed up for the course. Courses that are enforced by supervisors will usually see less enthusiasm from the students compare to those who signed up base on their own initiative. There are also some students who are enthusiastically vocal which is good to tap on their enthusiasm to help raise the students’ interests. 

As can be seen from the photo below, attitude are largely influence by their value system. On top of their individual value system, there is also the company value system which all staff should also adhere to. 

2. Adult learning principles / theories
We learned from 4 theorists about adult learning principles

a. One that is most relevant to help learners in my organisation to achieve the learning outcomes is Malcom Knowles self-directed learning. Our company culture and values emphasizes on individualism and freedom. This builds on the premise that each individual will be accountable for their own growth while aligning with the overall company direction and vision. Building upon that, our Human Resource appraisal system has an individual development plan system where each one of us has to plan on how we plan to develop and grow our skills and experiences (Knowles' individuals diagnose their own learning needs, take initiative to find out what and how they want to learn, and formulate their own learning goals). This cycle will repeat itself every 4 months where the manager will review with the staff on their individual learning plans and whether it has been achieved. (Knowles' evaluate learning outcomes) The manager will provide guidance and coaching to staff that needs any help (Knowles' choose and implement appropriate learning strategies). Budget will be centrally allocated by the Human Resource department where staff can freely utilize the budget for any formal learnings which they have set themselves to do. Learnings are not restricted to just formal courses but are allocated base on actual doing (70%) and via courses (30%). The Human Resource department at the end of each year will collate on the learning aspiration which each staff set up to do. And will source for common courses which the staff has set their targets on, examples such as Office suite of productivity courses (Knowles' identify the human support and material resources for learning). 

In class, we discussed about Malcom Knowles by sorting out play cards below and did a flipchart exercise.  



b. The other is Stephen Brookfield’s Critical Thinking. This is part of our focus on Continuous Improvement where at its core are Lean and Six Sigma principles towards problem solving. All staff are expected to be proficient in problem saving which start off with identifying a problem or opportunity to solve (event trigger), thereafter they need to analyse the current state (appraisal), moving into future state and deliverables (exploration and develop alternative perspective), before finally moving into the implementation phase (integrate).

In class, we discussed about Critical Thinking by sorting out play cards below and did a flipchart exercise.

3. Andragogy and Pedagogy

Further, learning principles differ between adults and children and defined as andragogy and pedagogy respectively. Amongst these, I have noted 3 main observations when I deliver training in my organisation.

a. One of these includes not knowing when to apply on the training received. Only a few learners were able to indicate on when they are able to apply what was taught in their day to day work. The rest of the learners require additional guidance on when to apply in their day to day work and require additional guidance.

b. Some of the learners in the US are driven to attend classes’ according to directive from their supervisors. It has been observed that classes consisting of staff from the same department due to the directive are generally less enthusiastic. They are not motivated to attend the classes.

c. As mentioned in point 1, a number of training requires more guidance and directives. The learners seem to be exhausted from the work or they are using lessons time to take a break away from work. A comfort zone seems to be developed from sitting in class and just listening to the lecturer.

In class, the differences between andragogy and pedagogy was explained to us below. 

4. Catering to different learning styles

We learned the different learning styles from Dun and Dun’s VATK or Visual, Auditory, Tactile and Kinaesthetic. 

a. For people who are visual, I will employ the following learning strategies of using diagrams, movie clips and key points on powerpoint presentation. The reasons are visual-oriented learning style people learn better and faster through the content they see through their eyes. Utilizing modern audio-visual technology and information technology, the most common form of deliveries is via powerpoint presentation, with strong diagrammatic representations in there. At regular intervals, more complex communications can be presented through movie clips (sometimes stream off YouTube)

b. Next for people who are auditory, I will employ the learning strategies of using verbal instructions. The reasons are auditory-oriented learning style people learn better and faster through content they received through their ears. It is through this opportunity that I can relate the content and reinforce the content with examples and stories to further strengthen their understanding.

c. Third for people who are tactile, I will employ the learning strategies of using their fingers to write, draw or touch the information that is being communicated to them. The reasons are tactile-oriented learning style people learn better when their hands move while the information is being processed. Tactile people can be seen in classes when they flip their pens while listening or notes are deliberately written in their books. 

d. Finally for people who are kinaesthetic, I will employ the learning strategies of engaging them via experiences such as practices, role play or peer teaching. The reasons are kinaesthetic-oriented learning style people learn better and faster through experiencing ‘doing it first’, having a hands-on approach towards learning.

Below is an image of our class learning styles. All the learners either fall under Auditory or Tactile learning style. We will learn best when the trainer explains verbally to us on the content, using videos or sharing on the best approach to learn easily. 

5. Barriers to learning

In my organisation, the most common barriers faced by learners are ‘Do not have the time’ and ‘Unfamiliar with how to apply what they have learnt '. 

Reasons being there’s a very strict control on hiring of staff globally, as a result, each staff need to cover a few roles concurrently. On top of that, there’s also an equal emphasis of work-life balance, the evenings and weekends are spent with family instead of on work (contrast that to Japanese-culture organizations). The delivery contents for Project Management and Six Sigma that we follow are align with corporate standard materials which are mainly theory and engineering focused. The Asia Pacific staffs are mainly sales offices, thus they find difficulty in bridging between what was taught and how they can apply in their daily work. 

Some methods to overcome them are as what our CEO has mentioned in the 2015 corporate video is “How can we be more effective in our work.” There is a need to relook at our organizational processes and responsibilities to review on how we can do work more effective, thus be able to free up time to learn and in turn improve the productivity in work. To do that, we will have to deliver our content in a more relevant way.

A number of barriers to learning was discussed in class below. 

6. Wlodkowski’s Motivational Framework

Wlodkowski's 4 foundational principles of motivation were explained to us in class. The picture below shows what the main motivation principles. 

When I'm conducting training, I am more inclined to employ Inclusion and Competence. This is because the learners are able to share their considerable experiences with the rest of the class. It allows students from other functional areas in the company to also understand the experiences of working in another department. An important element for my learners is how they can improve the work they are doing through the training sessions. Many of the learners explained that they have too much work to do and there’s not enough time. If the training is able to help them conduct their work more effectively, that will be of great interests to them.

7. Retention Strategies

In my observation, there are a good number of retention strategies to help staff in my organisation to recall and apply their learning.

a. Of these, the first is Organization. I find the first to be of particular importance to my organization due to the values it expounds – individualism and freedom. As such, information and content might get a bit disorganized sometimes. The act of sorting out information and relating how they all link together will strengthen the learners’ ability to link seemingly independent content together.

b. Rehearsal is the next important point. We as adults’ learners get bombarded with lots of information both online and with fellow colleagues. The importance of each content is diluted due to the vast amount of information. The only way to distinguish normal information from important must remember and know points are to keep repeating the message.

c. Meaningful Learning is the final retention strategies in which learning do not stop in the classroom. But it continues via a quarterly online forum where new applications from the learners are shared with other learners in this Community of Practice.

We walked through 6 factors that contribution to retention below and using the I MPROVE method, it will easily allow us to map the words out. 

Continuing with the second segment of Module 1, we touched on the professional roles and moral obligations of trainers as well as the difference between them. 6 common ethical issues were highlighted and we were guided through a 5-step process in managing them.  

1. Being a professional trainer

In my organisation, a professional trainer is deemed as someone who has experience in
a) The subject of delivery (offer knowledge and expertise), so they are able to deliver the content base on their actual experience and they do not have to spend as much time reading up the content before hand.

b) Able to communicate the content with clarity and is this is an important prerequisite due to the multinational cross-cultural nature of the company. The message need to be communicated across consistently. 

c) They need to show enthusiasm in the content they are delivering (be open and approachable). It is because there is a cultural perception in the company that trainers from the US are enthusiastic and able to bring up the interests of the learners. The trainers need to be able to relate interesting anecdotes and stories to captivate the learners, and thereby creating a conducive learning environment for learners. 

In addition, the moral obligations expected are

a) Ensuring safety and well-being of the learners. As trainers, we should also check the training facility to ensure that the learning environment is safe for the learners. An example of which at the start of a class, trainers will need to explain on the emergency evacuation route from the training room to the learners.

b) The second moral obligation is to be culturally sensitive to the learners in each country. The speed and interaction with the students in each country varies. In China and Japan, the students are less out-spoken and thus are more willing to engage in lecture-style delivering. While India, Australia and Singapore can be more interactive and driven from students.

c) The last moral obligation is to give due credit to the quotes, delivery style or unique perspectives that are shared by different trainers and learners. This is in appreciation to the efforts and creativity that the respective trainers and learners contributed to the training.

In class, we learnt about 35 for the first time. And almost everyone come to the same conclusion on what is meant by Professional Role and what is Moral Obligations in less than 10 words as seen below. 

The qualities of professional role is again emphasized to us via play cards.  

2. Common ethical dilemmas

Of all the ethical dilemmas as seen in the image below that we have learnt in class, the 2 most common issues that could potentially happen in my organisation are

a) Learner-trainer relationship - It is because the learners are also fellow colleagues with the trainer. The learners maybe in a more senior position than the trainer or in other work context, the role of the learner-trainer may havw swap. Thus it is sometimes difficult to maintain professional learner-trainer relationships.

b) The second issue is course attendance. As courses are typically held in the office, learners may arrive back late to class after breaks due to the demand of their work. They will miss out on the content that was delivered and may not be proficient in some contents which they have missed out.

Of these, I will choose one of the ethical dilemma to resolve using the 5-Step Ethical Decision Making Framework as follows:

Step 1:Ethical issue identified is a) learner-trainer relationship

Step 2:It arises because learners are also fellow colleagues. The learners themselves maybe in a more senior position or there are cross dependency with the work they are doing.

Step 3: It is a training environment where I am the main facilitator and I have expertise in certain areas which I could share with them. Even though the learners may come from different departments or different positions, in class all learners should be regarded to be equal. The alternative actions chosen should be Rights approach and Fairness / Justice Approach. These two approaches are chosen because all the learners attend the course, sacrificing their time, is to learn and bring back what was taught. And as learners in classroom context, a meritocratic approach should be taken in evaluating the learners.

Step 4: On the first day of the training delivery, the context and mindset should be set right. This can be piloted in one of the shorter duration courses (2-days or 3-days long). The trainer will explain on the context and mindset so the learners can understand.

Step 5: After the training, conduct an After Action Review to evaluate the effectiveness of this approach. Conduct a survey with the learners to gauge their perception.

3. My own CET Professional Values and Ethics

After reflecting on my ACTA learning, I find that the 2 most applicable values and ethics to me as a Continuing Education and Training (CET) Professional (as seen in the picture below) are:

a) Aware - As an in-house trainer communicating with learners from India, China, Japan, Australia and Singapore, there is a need to be aware of the diverse cultural backgrounds. At the sametime, I have to explain and align them to the company mission and strategies. Thus the 'Aware' value is most applicable in my context.

b) Innovative - As someone who drives Continuous Improvement and Excellence mindset in the company, I find 'Innovative' value to resound closely with my area of work. The way learners learn and the way trainers deliver the training need to be constantly improved each time it is done. 

Reflection-On-Action

After completing Module 1, my most significant take-away is the exposure to the different facilitation techniques. I'm amazed on how the modules are delivered almost in an entirely facilitation-driven manner. Prior to each lesson, the trainer will need to spend a lot of time in preparing for a facilitation-centered class. At the same time, there is a need to understand the learners profile and how the trainer can best structured the lessons to their profile.

 

ACTA V5 Module 2 Learning Experience

This is a personal reference on my learning from Module 2, for personal references.


Programme Overview

Factors	Description
Designer/Developer	Mr. XXX
Organisation & Industry	Continuous Improvement Centre of Excellence, Service Industry
Course Title	Delivering Value to Customers
Course Objective	This course introduces the concept of value from the customer perspective. It starts with defining what value is about, identification and elimination of non-value adding activities (waste). Finally, learners will be kept aware on the sustainability of the improved value-adding streams.
Course Chapters	Introduction to value Waste identification Waste elimination methodology Sustainability
Learning Outcomes	Chapter 1: Introduction to value - Define customer value Chapter 2: Waste identification - Define the 7 wastes - Give examples of the 7 wastes - Relate the 7 wastes to their work environment Chapter 3: Waste elimination methodology - Employ ‘Critical-To’, ‘Process Maps’ and ‘Fishbone’ to eliminate waste Chapter 4: Sustainability - Utilize ‘Control Charts’ to ensure sustainability of improvements
Target learners	Senior leadership, managers, executives, front line staff
Learners Characteristics	Demographics – adults; working professionals Job Category: Business management, engineering, hospitality, service industries
Learning Experience Design approach	Gagne Nine Events of Instructions and Kolb Experiential are employed. Learners will be attracted to why it is important to learn about value-adding and non-value adding activities and how it relates to their everyday life. They will be guided in becoming familiar with the concepts, link examples to the concepts and relate it to their experience. At the end of each session, there are references where they can pursue greater understanding on it.
Others	Duration: 7 hours Class size: 8 – 16 max Venue: IAL classroom, cluster setting for 4 -5 pax per table (round shape) Fee: $200 including GST, courseware, refreshments and handouts. (All materials are sole proprietor of IAL)

Day 1 (0900 – 1700): Delivering value to customers

Duration	Instructions for trainer/ facilitator	Instructional Methods	Resources	Remarks
	Introduction Phase
0900 (30mins)	G1: Gaining Attention Hello! - Distribute poker cards to the learners in the class - Each table group will have the same set of cards category - Each member of a team sets to find out responses from members of other group based on a set of questions - The question will be: > What do you hope to achieve from the course? > What do you understand about value? > What do you understand about non-value add?	Hello!	Poker Cards	Walk around to get to know each other Personal sharing of why they sign up for the course and their current understanding of the topic
0930 (15mins)	Housekeeping and administrative G2: Inform Learning Outcomes Go through learning outcomes of the 4 chapters with learners	Lesson Overviews	Slide – learning outcomes	Ormrod’s retention of learning for Organisation to give learners a big picture overview of the course.
0945 (30mins)	G3: Stimulating learner’s recall of pre-requisites Show a video of non-value adding activities in a local context and how it affects the end-customer.	Video Case Screening	Video	Keller’s ARCS for Relevance incorporated.
1015 (15mins)	Break for refreshments
	Development Phase
	LO1: Identification of 7 wastes
1030 (60mins)	G4: Present the Content Have the students pair up as groups of 3-4 Match the cards showing the 7 wastes with the 14 different examples of wastes. Conduct a gallery walk to review the other groups answers; use question mark or tick to indicate their queries	Cards Matching Gallery Walk	Cards	Level 2 application – Understand (Bloom’s Taxonomy for cognitive domain).
	G5: Provide Guidance Ask questions to students on those with question marks.	Co-operative learning groups		Level 3 and 4 application – Application and Analysis (Bloom’s Taxonomy for cognitive domain).
	G6: Illicit Performance Show the answers to the questions Move one step further and request students to think of 7 wastes in their work context Identify possible solutions to the 7 wastes they have identified Conduct a jigzag and gallery walk, with the host explaining	Jigzag Gallery Walk		Level 4 and 5 – Analysis and Synthesize (Bloom’s Taxonomy for cognitive domain). Keller’s ARCS for Confidence incorporated.
	G7: Provide Feedback Discussion on queries or questions they may have.	Discussion questions		Active learning – opportunities for group participation
	Consolidation Phase
1130 (20mins)	G8: Assess Performance Conduct a competitive quiz with the 2 groups Rule of quiz: 100 points for correct answer, -100 points for incorrect answer, each group may skip	Games	Slides	People learn best what they actually perform and from their mistakes (Mitchell’s adult learning principle). Keller’s ARCS for Satisfaction incorporated.
1150 (10mins)	G9: Retention & Learning Transfer Provide references on how students can apply and transfer the learning from online and mass media sources	Verbal explanation	Slide – conversation	Active learning principles – allowance for future planning
1200 (60mins)	Break for Lunch
	LO2: Waste Elimination Methodology
1300 (15mins)	G4: Present the Content Explain on the 3 types of tools learners can use to eliminate waste: ‘Critical-To’, ‘Process Maps’ and ‘Fishbone’ Group the learners into groups of 3-4 learners Distribute two sets of case studies to each of the groups for them to work on.	Lesson Overviews	Slides	Level 2 application – Understand (Bloom’s Taxonomy for cognitive domain).
1315 (30mins)	G5: Provide Guidance Learners will attempt each of the case studies utilizing the tools explained. Provide guidance to each of the group when they encounter difficulties	Case Studies		Level 3 and 4 application – Application and Analysis (Bloom’s Taxonomy for cognitive domain).
1345 (30mins)	G6: Illicit Performance Request each group to pin their completed tools onto the walls Conduct a jigzag and gallery walk, with the host explaining Points of contention to have a ‘question mark’ indicated next to them for further discussion.	Jigzag Gallery Walk		Level 4 and 5 – Analysis and Synthesize (Bloom’s Taxonomy for cognitive domain).
1415 (15mins)	G7: Provide Feedback Discussion on queries or questions they may have.	Discussion questions		Active learning – opportunities for group participation
1430 (15mins)	Break for refreshments
	Consolidation Phase
1445 (20mins)	G8: Assess Performance Continue with a competitive quiz with the 2 groups Rule of quiz: 100 points for correct answer, -100 points for incorrect answer, each group may skip. The points are continued from the previous chapter.	Games	Slides	People learn best what they actually perform and from their mistakes (Mitchell’s adult learning principle). Keller’s ARCS for Confidence incorporated.
1505 (10mins)	G9: Retention & Learning Transfer Provide references on how students can apply and transfer the learning from online and mass media sources	Verbal explanation	Slide – conversation	Active learning principles – allowance for future planning
	LO3: Sustainability
1515 (45mins)	G4: Present the Content Pose questions to learners on whether is there a need for sustainability - Is there a need to have a sustainability process for the improvement? - Is there a need for dedicated resources to ensure sustainability of improvement? Ask learners to make a stand on their opinion	Debates	Slide	Stephen Brookfield Critical Thinking - Trigger Event
	G5: Provide Guidance Have the learners give their reasoning on why they support their stand.	Co-operative learning groups		Level 3 and 4 application – Application and Analysis (Bloom’s Taxonomy for cognitive domain).
	G6: Illicit Performance Validate the learners reasoning through examples and case studies	Co-operative learning groups		Level 4 and 5 – Analysis and Synthesize (Bloom’s Taxonomy for cognitive domain). Keller’s ARCS for Confidence incorporated.
	G7: Provide Feedback Summarize on their stand.	Discussion questions		Active learning – opportunities for group participation
1600 (15mins)	Break for refreshments
	Consolidation Phase
1615 (20mins)	G8: Assess Performance Continue with a competitive quiz with the 2 groups Rule of quiz: 100 points for correct answer, -100 points for incorrect answer, each group may skip. The points are continued from the previous chapter.	Practice doing	Slides – conversation	People learn best what they actually perform and from their mistakes (Mitchell’s adult learning principle). Keller’s ARCS for Satisfaction incorporated.
1635 (10mins)	G9: Retention & Learning Transfer Provide references on how students can apply and transfer the learning from online and mass media sources	Verbal explanation	Slide – conversation	Active learning principles – allowance for future planning
1645 (15mins)	Before participants leave, request them to provide feedback	Verbal explanation	Slide – Link

Learning Review (My reflection):
Keller’s ARCS for attention explains that the start of learning motivation requires learners’ undivided attention through perceptual arousal and inquiry arousal. The grabbing activity thus employed for ‘Delivering Value to Customers’ is through active participation in getting to know other participants and for them to share on the reasons why they think the topic is important to them.

Ethical, Legal & Organisational Requirements:
In designing the learning for ‘Delivering Value to Customers’, there will be emphasis placed on
a) recognizing the contribution of others in the development of the format
The course materials is base on the American Society of Quality Book of Knowledge and customized for in-house use. The examples come from the different functional areas. Due credit will need to be given to these sources as this will substantial the credibility and references of the content, as well as to minimize misunderstanding from learners who come from these areas.
b) Unbiased or non-discriminative content
As part of the company policy on non-discrimination as well as the diverse nature of the learners, the content and examples will need to be to be unbiased and non-discriminative so as to cater to this large learner group.