ABSTRACT
This research is a case study on SQT a leading Irish Lean Six Sigma training provider and their transition to online training and the digitalisation of their Lean Six Sigma training programs and other associated programs during the COVID-19 pandemic. The changes and challenges in transitioning from the existing classroom-based training model are discussed. A quantitative survey and qualitative interviews were carried out with the customers (trainee’s and sponsoring employer organisations/clients) of the Lean Six Sigma trainer provider for 9–12 months. The results of the survey on the customers learning experiences with online Lean training is analysed. The results will demonstrate that the move to online Lean training was positive for both the customers and the training provider in terms of quality of delivery, cost minimisation, elimination of non-value-add travel and classroom time, improved online teamwork, program structure and engagement and enhanced benefits of the application of the learning in the workplace. © 2021, IFIP International Federation for Information Processing.
ABSTRACT
This research discusses how lecturers in an Irish university transferred their classroom-based blended learning Lean Six Sigma modules to online delivery. The transfer from a practical classroom environment to an online classroom needed to be seamless in the students Lean active learning experiences. The output of the paper is to discuss the designing of appropriate delivery methods and practical examples, games, scenarios, exercises in a flipped online classroom. Problem-based learning is ideal for teaching lean manufacturing, driven by a problem-solving culture that values learning as a critical output. The design of a “practical problem based” online Kaizen utilising the virtual classroom as an obeya room enabled students to learn Lean Six Sigma tools and practically deploy the tools. Qualitative and quantitative measures were deployed to assess the success of the transition. © 2021, IFIP International Federation for Information Processing.