Parallel session at European Lean Educator Conference 2017

1. Learning Lean / Lean Learning:
Developing and Delivering a Lean
Six Sigma Green Belt Level Course
for the Public Sector
Dr Tammi Sinha, Stuart Bestwick,
Spencer Ashton-Taylor, Sophie Jones,
Ian Smart,
United Kingdom

7. • Partnership and long term relationship
building with university and public sector
authority
• Embedding of Lean principles with
transformational pedagogy good practice.
• The DMAIC (Define Measure Analyse
Improve and Control) cycle and the
development of a ‘Gemba Game’
enabling the immersion of participants in
a service based case study.
Rationale for course….

8. Development of Lean Six Sigma 4 Public Sector 1.0 +
• Business model canvas used as template for
initial design
• Change management principles
• Gamestorming
• Developing competence of Transformation
Team in both institutions.

9. METHODOLOGY / APPROACH
1.Reflect on the collaborative and
cyclic approach to Lean Six Sigma
programme development.
2.Consider the impact on the
programme in terms of
organisational, team and individual
development .
3.Assess the embedding of experiential
learning and transformational
pedagogy into the programme
development and delivery.

10. Concrete
experience
Reflective
observation
Abstract
conceptualisation
Active
experimentation
Active involvement Taking time out,
reviewing
Sense making putting into practice
!Ice breakers
!team games
!Problem solving
!Discussion
!Practical creative
exercises
!Presenting ideas
!Teach backs
!Debates
!Gemba game
!Observations
!Reports homework
!Participant feedback
(360)
!Thinking time – quiet
/ note making and
taking
!Networking breaks
!Completing learning
logs
!Theory
!Conceptual Models
!Empirical Facts
!Plan Do Check Act
!Sector Specific
Case studies
!Role play
!Live problems
!Live Projects
!Gemba game
!Going to the gemba
Kolbs learning styles applied to the LSS
4 PS programme

11. Trello Board for Collaboration

12. Feedback from all cohorts

13. “Fast paced, fun and informative”
“Great delivery of the course. Great mix of theory and practical which
helped see the tools and methods in practice.”
“Refreshingly practical and free of dictated methods”.
“Really helpful with relevant and practical content I can use back in day
job.”
“Great opportunity to safely test your knowledge of new tools.”
“WellBstructured and paced, concisely delivered with lots of practical
exercises to help cement learning.”
Qualitative feedback from all Cohorts

14. “A powerful, challenging yet fun lesson which challenged existing ways of working. The
course will provide you with principles and tools that you can really lean on.”
“A mechanism for exploring and developing a deeper understanding of Lean Six Sigma
principles and practical tools in a comfortable, sharing, supportive environment to support
the improvement of services and processes.”
“Good group and activities B difficult to balance time commitment with work priorities”
“Practical introduction into using Lean tools and techniques. Very interactive and engaging
sessions.”
“Really good course to take you through the theory and application of Lean tools to help
transform services”.
“A lot of information to take in and therefore post course support will be really useful. Very
interesting and already being useful in the day to day work. Great practicals.”
Qualitative feedback from all Cohorts

15. Immersive, transformational and experiential learning
• Going to the gemba (immersive
games and live projects)
• Gamestorming
• Collaborative problem solving
(Ketso)
• Teach backs
• Experiential and live projects

16. Results and Findings
• Development of course through 2 week sprints (short
development time – summer of 2016) Pilot – Sept 2016.
• Development team – mix of academic, private and public sector
experience provided a robust platform for development
• Trello provided the collaborative programme between the 2
organisations
• Pilot – 5 days over 1 week, subsequent iterations – 3 x 2 days
• 88 colleagues trained
• Improvement Community of Practice launched at the council
• Next steps – yellow belt and development of a CI culture.

17. Contribution
The reflections and ‘lessons learned’ on the collaborative and cyclic approach to Lean Six Sigma
programme development.
• The cyclical nature of the development
• The need for delivering quality services from a reduced budget was the driver for developing the
programme.
• The ‘lessons learned’ from each cohort
Impact on the programme in terms of organisational, team and individual development.
• The community of practice is a positive step
• Common language for transformation projects, continuous improvement and problem solving is
helpful.
Assess the embedding of experiential learning and transformational pedagogy into the programme
development and delivery
• The experiential learning offered as part of the programme is linked to good practice in terms of
transformational pedagogy.
• The diversity of the development team has been valuable

18. Implications for Practitioners
• Burning platform
• Iterations of improvement
• Radical solutions + incremental improvements
• Lean six sigma – needed to ensure focus on value and
ways of working led to cashable benefits that could be
measured and traced.
• DILO – day in the life of
• Emphasis on change management
• Implementation of Community of Practice
• Gemba game – linked to social care

19. • Antony, J (2017). Lean Six Sigma for higher education. International Journal of Productivity and
Performance Management, 66(5), pp.574-576.
• Antony, J., Antony, J., Rodgers, B, Gijo, E. V. (2016). Can Lean Six Sigma make UK public sector
organisations more efficient and effective? International Journal of Productivity and Performance
Management, 65(7), 995-1002.
• Farnsworth, V., Kleanthous, I., Wenger-Trayner, E. (2016). Communities of practice as a social
theory of learning: A conversation with Etienne Wenger. British Journal of Educational
Studies, 64(2), 139-160.
• Given L (2008) The Sage Encyclopaedia of Qualitative Research Methods, Volume 2, Sage
• Kolb, A. Y., Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential
learning in higher education. Academy of management learning education, 4(2), 193-212.
• Kolb, D. A. (1985). Learning style inventory. The Power of the 2, 2, 267.
• Kotter, J. P. (1996). Leading change. Harvard Business Press.
• Osterwalder, A, Pigneur, Y. (2010). Business model generation: a handbook for visionaries, game
changers, and challengers. John Wiley Sons.
• Platts, K. W. (1993). A process approach to researching manufacturing strategy. International Journal
of Operations Production Management, 13(8), 4-17.
•
REFERENCES
• Radnor, Z. J. (Zoe J.) and Walley, Paul. (2008) Learning to walk before we try to run:
adapting Lean for the public sector. Public Money Management, Vol.28 (No.1). pp. 13-20.
ISSN0954-0962.
• Rathi, D., Given, L. M. (2017). Non profit organizations’ use of tools and technologies for
knowledge management: a comparative study. Journal of Knowledge Management, (just-
accepted), 00-00.
• Rogers, A. (1996). Teaching Adults (2nd ed.). Buckingham: Open University Press.
http://www.reviewing.co.uk/research/experiential.learning.htm#ixzz4qP74a5g6 accessed 22nd
August 2017
• Seddon, John, and Carlton Brand. (2008) Debate: systems thinking and public sector
performance. 7-9.
• Senge, P. M. (2014). The fifth discipline fieldbook: Strategies and tools for building a
learning organization. Crown Business.
• Wenger, E. (2011). Communities of practice: A brief introduction.
• Womack, J. P., Jones, D. T. (1996). Beyond Toyota: how to root out waste and pursue
perfection. Harvard business review, 74(5), 140.
• Womack, J. P., Jones, D. T., Roos, D. (1990). Machine that changed the world. Simon and
Schuster.

20. Dankje Wel
Nog Vragen?

21. • Dr Tammi J Sinha
• Senior Lecturer in Project and Operations
Management, Programme Leader MSc
Project Management, Continuous
Improvement Unit Academic Officer:
University of Winchester
• Tammi.Sinha@winchester.ac.uk Linkedin
TammiSinha Twitter @ImprovementCoP
and @tammisinha