Watch the full interview: http://www.isixsigma.com/training/e-learning-articles/lean-six-sigma-blended-learning/
Michael: But it was well executed and a great simulation. All right. So let’s chat about classroom learning. You mentioned earlier that there are wastes associated with only classroom learning. So, if you only did it the way that I learned, you had to come to the classroom. What are those wastes?
John: Well, there are several of them here, and we have written a paper on it that is called “Live-Only Learning for Lean Six Sigma is Worse Than You Think.” And just to share with you a couple of ideas in here, I mean take transportation waste. That is a clear one. People have to travel to come to class. But then you have got waiting waste. Not only are you waiting for the class to start, because we are so busy these days we do not have time for a class, so we are going to go out and we are going to Google something; and we may not get the right answer or we may, but you also have people away from their actual job. You have overproduction, where you are putting out vast amounts of information to people, so the drinking out of the firehose, like you have probably experienced in your Black Belt class. And there is another aspect too it too in overproduction — and that is just producing volumes of printed materials that are used in class. Motion waste could be inefficient use of classroom time, for example, where you spend time teaching the basics. Your class is only going to go as fast as your slowest person, assuming they are willing to ask questions; otherwise, they are completely lost. Inventory waste. True transfer of knowledge is not done until the end of the class. And due to this information overload, the inefficiency in the class time, and poor learning accountability, learners leave unprepared. Green Belts who come out of class and then they are in a project, and they say: “Okay, now what do I do?” You have got extra processing waste because you may have to have two Master Black Belts teaching a large class and you have pulled them out key things. You will have the human potential waste. Your learner skills atrophy over time; and a huge barrier to successful projects is people that do not have the knowledge and the ability to do what they are supposed to do. So, weakened skills really hurt their project potential. And then, of course, you have the defects. In several aspects of that, the class material may not be applicable to their actual work because, in a classroom environment, to justify the big class, you pretty much do a one-size-fits-all. And engineers and accountants in the same class, I use that example. That is a tough audience. And you have got to make sure that you have transferred the relevant skills for each group, and you do not have time to work with them individually in a total classroom setting.