Using Group Projects to Teach Process Improvement in a Quality Class

ABSTRACT This paper provides a description of a teaching approach that uses experiential learning to teach process improvement. The teaching approach uses student groups to perform and gather process data in a senior-level quality management class that focuses on Lean Six Sigma. A strategy to link the experiential learning in the group projects to the theory provided in class is detailed, specifically the ability to increase yields through centering the process and decreasing variation. The group deliverables linking experiential learning to theory are described and examples are provided. Also, assessment criteria for the group deliverables are suggested. Keywords: supply chain management education; quality improvement; student assessment; group projects; empirical research. Introduction A required major course in the Supply Chain Management major at Shippensburg University is "Quality Management and Continuous Improvement". The Six Sigma methodology is introduced as the main driver of continuous improvement. Many Six Sigma tools are taught with emphasis placed on how the tools are used to aid in yield improvements. One of the concepts that students learn in this course is that the yield in a process can be increased by 'centering the process' and 'decreasing variation'. 'Centering the process' refers to adjusting the process so that the process mean is moved closer to the midpoint of the upper tolerance limit (UTL) and lower tolerance limit (LTL). 'Decreasing variation' refers to decreasing the spread of the part measurements around the mean. The spread is calculated using standard deviation so essentially decreasing variation means decreasing the value of standard deviation. This paper introduces an experiential, group learning exercise that is used in the "Quality Management and Continuous Improvement" course to illustrate continuous improvement. The students use the Six Sigma tools to determine methods that lead to yield improvements. The exercise enables students to monitor the process mean, standard deviation, and yield of the processes over time and therefore experience yield improvements as the process is centered and process variation is decreased. Literature Review Project-based learning has long been used to enhance student knowledge. Blumenfeld, Guzdial, Krajcik, Marx, Palincsar, and Soloway (1991) present an argument for why projects have the potential to help people learn. Hau (1996) formed a student team to improve teaching in the class thereby teaching a method of quality improvement. Crabtree, Disney, and Harrison (2000) argue that quality management needs to be taught at the undergraduate level. Snee (2000) notes that Six Sigma training using projects is more effective than traditional statistical courses. Anderson-Cook, Hoerl, and Patterson (2005) provide an overview of a project-based course in Six Sigma at the master's level. Goh, Ho, and Xie (2006) attempt to study the feasibility of integrating the Six Sigma framework into the existing quality engineering education. The amount of research in teaching Six Sigma concepts in college courses has increased in the past ten years but is still not extensive. Ramos (2014) notes that only a limited discussion on how to teach Lean Six Sigma is available in the literature and proposes replacing traditional passive, in-class lectures with an interactive approach known as the 'flipped classroom'. Mergen and Stevenson (2006) select projects that reduce costs to teach Six Sigma concepts in an undergraduate business class. Castellano, Petrick, Vokurka, and Weinstein (2008) use group projects in process improvement in local companies to teach Six Sigma concepts in an MBA class. Cudney has published the most research on using projects to teach Six Sigma. Cudney and Guardiola (2010) note the importance of practical application in teaching Six Sigma concepts. Corns, Cudney, and Kanigolla (2013) employ project-based learning in Six Sigma methods. …