Abstract:
A method of, and tool for, enhancing a student&#39;s knowledge and skill in Six Sigma concepts. The tool is computer-based and enhances and evaluates a student&#39;s knowledge of and skill in the DMAIC process of Six Sigma. The tool allows the student to apply his newly-obtained knowledge of Six Sigma methodologies to a simulated real-world situation.

Description:
BACKGROUND 
       [0001]    Six Sigma has become a popular name used to identify a methodology for improving and maintaining processes to achieve business success. “Six Sigma” commonly refers to an initiative that uses the Define-Measure-Analyze-Improve-Control (DMAIC) roadmap to identify, initiate, and complete a series of projects targeting processes that are not operating satisfactorily. 
         [0002]    All kinds of organizations, from manufacturers, service providers, non-profit organizations, government agencies, to even schools, have found success applying Six Sigma to their enterprise. The gains Six Sigma can help achieve include increased profitability (either by reduced costs or enhanced revenue), improved social service outcomes or worker safety, and improved environmental impact, to name a few. 
         [0003]    Each phase of DMAIC entails a variety of activities leading to an improved process. A common link among them is data—using data to make decisions, to understand customer requirements, and to assure that processes are meeting those requirements. 
         [0004]    In another, more technical sense, the term “Six Sigma” refers to a statistical performance measure. Sigma is a Greek letter (σ) used to represent variance. A metric called Sigma Level allows comparative measurement of different processes used to produce products and services. A Sigma Level of six indicates a very high level of defect-free operation of a process (only 3 defects per each million opportunities). “Six Sigma” is used both in its technical sense to describe a process&#39; capability and in its descriptive sense as a performance goal. 
         [0005]    Though not all problems are necessarily good Six Sigma project candidates, adopting DMAIC as an organized, data-driven approach to problem identification and resolution can improve the bottom line dramatically. It is estimated that an enterprise or process operating at a Sigma Level of 2 wastes about 30% of every dollar of revenue. Eliminating costly defects in products and services can knock down that percentage significantly, and at the same time improve customer satisfaction and sales. 
         [0006]    The principles of DMAIC can be applied in virtually any working environment. Understanding the customer, focusing on customers&#39; requirements, gathering data, and challenging decisions made without supporting data, all become second nature in organizations utilizing the Six Sigma methodology. The ability to practice a new skill set is a key to developing and applying the skill set under real-world circumstances, including skills in applying DMAIC principles. 
         [0007]    The five phases of DMAIC are Define, Measure, Analyze, Improve, and Control. 
         [0008]    Define is the initial phase of the DMAIC framework. The activities in the Define phase include identifying and prioritizing potential projects based on anticipated impact and alignment with the organization&#39;s strategic imperatives and operating plans. Six Sigma projects start by understanding the customer (maybe even identifying who the customer is) and understanding the process under study. 
         [0009]    Measure—a primary objective of the Measure phase is to establish data reflecting the state of the process that is the subject of the project. Compiling a complete and accurate picture of a process at the beginning of a project allows the process owners to better understand whether or not improvements are eventually realized. Also, because the DMAIC roadmap is a closed loop approach to problem solving, the Measure phase of projects also includes gathering data about the improved process to assure it is stable and sufficiently capable to consistently meet the customer&#39;s requirements. 
         [0010]    The Analyze phase of DMAIC occurs after identifying the process and gathering key metric data. In the Analyze phase of process improvement, important objectives include understanding the root causes of undesirable variation and the causal relationships of various inputs to the output of the studied process. Among the tools used in the Analyze phase are well-known graphical and statistical tools such as cause &amp; effect diagrams, scatter plots, regression analysis, hypothesis testing, and design of experiments. 
         [0011]    The Improve phase of the DMAIC framework brings possible solutions to bear on the root causes identified in Analyze. Continued measurement of key metrics develops data from which degrees of improvement can be identified, i.e., the proposed solutions can be validated. Other considerations during the Improve phase include evaluation of alternative solutions, development of plans to pilot changes, and determination of costs associated with the proposed solutions. 
         [0012]    The object of the Control phase is to assure that the problems addressed by the project are permanently resolved. Basic to achieving that objective is establishing and validating a process monitoring system. Other tasks of an administrative nature fall into this phase as well: calculation/documentation of cost savings or improvement of other key metrics, documenting procedures, and sharing of lessons learned. 
       SUMMARY 
       [0013]    The present invention relates to a method of, and tool for, enhancing and evaluating a student&#39;s knowledge and skill in a subject. Specifically, the invention relates to a computer-based tool (e.g., a simulated project game) for evaluating a student&#39;s knowledge of and skill in the DMAIC process of Six Sigma. The tool allows the student to practice and apply his newly-obtained knowledge of Six Sigma methodologies to a simulated real-world situation. 
         [0014]    In one embodiment, the invention provides a method of enhancing a student&#39;s knowledge of Six Sigma quality concepts. The method comprises the acts of establishing a scenario; providing a plurality of phases in the scenario, the phases related to the Six Sigma quality concepts; providing a plurality of tasks for each of the plurality of phases, the plurality of tasks based on the scenario and the plurality of phases; assigning a cost to each of the plurality of tasks; enabling the student to choose and execute one or more of the plurality of tasks for each phase; charging the student the cost for each of the plurality of tasks executed; providing the student with a plurality of questions, the questions formulated to test the student&#39;s understanding of the scenario, the student&#39;s understanding being enhanced by the executed tasks; and scoring the student&#39;s answers to the plurality of questions and the costs charged. 
         [0015]    In another embodiment the invention provides a simulation tool for enhancing a user&#39;s comprehension of a Six Sigma lesson. The tool comprises a computer processor including a browser application; a database accessible by the computer processor; and a software program stored in a computer readable medium accessible by the computer processor. The software program is operable to present a webpage configured to be accessed by the browser application, retrieve content from the database, and deliver the content to the webpage, the content configured to evaluate the user&#39;s comprehension of the Six Sigma lesson. 
         [0016]    In yet another embodiment, the invention provides a method of enhancing a user&#39;s knowledge of the Six Sigma DMAIC process. The method comprises displaying a plurality of phases to the user, the phases including a define phase, a measure phase, an analyze phase, an improve phase, and a control phase, the plurality of phases being provided in a predetermined order; preventing a user from accessing one of the plurality of phases until a previous one of the plurality of phases has been completed; displaying an introduction, a plurality of tasks, and an evaluation for each of the plurality of phases; generating a review for each of the plurality of phases after a respective one of the plurality of phases is completed; penalizing the user for executing one of the plurality of tasks for a respective one of the plurality of phases after the evaluation for the one of the plurality of phases has been started; and generating an indication of expertise of the user based on the plurality of tasks executed and a result of the evaluations for each of the plurality of phases. 
         [0017]    Other aspects of the invention will become apparent by consideration of the detailed description and accompanying drawings. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0018]      FIG. 1  is a schematic diagram of a system adapted to practice a method of the invention. 
           [0019]      FIG. 2  is a schematic diagram of a system adapted to practice a method of the invention. 
           [0020]      FIG. 3  is an illustration of an exemplary webpage of an embodiment of the invention. 
           [0021]      FIG. 4  is an illustration of an exemplary introductory webpage of an embodiment of the invention. 
           [0022]      FIG. 5  is an illustration of an exemplary introductory webpage of an embodiment of the invention. 
           [0023]      FIG. 6  is an illustration of an exemplary introductory webpage of an embodiment of the invention. 
           [0024]      FIG. 7  is an illustration of an exemplary introductory webpage of an embodiment of the invention. 
           [0025]      FIG. 8  is an illustration of an exemplary introductory webpage of an embodiment of the invention. 
           [0026]      FIG. 9  is an illustration of an exemplary webpage of an introduction to an embodiment of a simulation of the invention. 
           [0027]      FIG. 10  is an illustration of an exemplary task webpage of an embodiment of the invention. 
           [0028]      FIG. 11  is an illustration of an exemplary tollgate entry verification webpage of an embodiment of the invention. 
           [0029]      FIG. 12  is an illustration of an exemplary scorecard webpage of an embodiment of the invention. 
           [0030]      FIGS. 13A-13E  are flow charts of an embodiment of a method of the invention. 
           [0031]      FIG. 14  is an illustration of an exemplary review webpage of an embodiment of the invention. 
       
    
    
     DETAILED DESCRIPTION 
       [0032]    Before any embodiments of the invention are explained in detail, it is to be understood that the invention is not limited in its application to the details of construction and the arrangement of components set forth in the following description or illustrated in the following drawings. The invention is capable of other embodiments and of being practiced or of being carried out in various ways. Also, it is to be understood that the phraseology and terminology used herein is for the purpose of description and should not be regarded as limiting. The use of “including,” “comprising,” or “having” and variations thereof herein is meant to encompass the items listed thereafter and equivalents thereof as well as additional items. Unless specified or limited otherwise, the terms “mounted,” “connected,” “supported,” and “coupled” and variations thereof are used broadly and encompass both direct and indirect mountings, connections, supports, and couplings. The terms connected and coupled and variations thereof herein are not restricted to physical and mechanical connections or couplings. 
         [0033]    As used herein the term “computer” is not limited to a device with a single processor, but may encompass multiple computers linked in a system, computers with multiple processors, special purpose devices, computers or special purpose devices with various peripherals and input and output devices, software acting as a computer or server, and combinations of the above. In general, computers accept and process information or data according to instructions (i.e., computer instructions). 
         [0034]    The five-step DMAIC process is summarized by the following description of the phases. The DMAIC framework does not necessarily involve a strictly linear process—it often requires an iterative approach to problem solving. New information and discovery may cause a return to previous steps and redefinition of the project or modification of the approach to completing the project. There are numerous other problem solving approaches that incorporate frameworks differing from DMAIC to varying degrees. For example, there are multiple approaches to process improvement that include and/or omit elements of the DMAIC framework, or that recast various DMAIC steps in other terms. Those of ordinary skill in the art will recognize that the methods and tools described herein can incorporates application of the methods and tools to providing a facility for practicing and applying a wide variety of problem solving methods. 
         [0035]    Each phase can be partially defined by considering one or more critical questions that are answered as the problem solving methodology progresses. 
         [0036]    The Define phase prioritizes projects based on business impact and alignment with business plan. Six Sigma projects start by capturing the voice of the customer: (a) identifying what the customer wants, (b) organizing a team to improve a process, and (c) creating a process map of the process. The process map can be in one of many formats and includes suppliers, inputs, the process, outputs, customers (e.g., an SIPOC chart), and, for projects with a “lean” emphasis, a value stream map. 
         [0037]    There are several critical questions that should be answered during the Define phase. (1) What is the goal (what is the mission)? (2) What is the project scope? Is the project scope broad enough to be important (significant to the business), but narrow enough to be do-able? (3) Why is this project being undertaken? What is the business case for this activity? (4) Who is the customer? (5) What output (Y) is important to the customer? What are the Critical-To-Quality Characteristics? (6) How does the current process flow? What are the current inputs (X) to the process? (7) What resources are required to complete the project? Who is going to work on the project? (8) When must the project be completed? 
         [0038]    The Measure phase drives the Six Sigma process—what gets measured gets done. The Measure phase incorporates (a) selecting measurable CTQC&#39;s (Critical to Quality Characteristics), (b) defining performance standards, (c) validating a measurement system, (d) establishing baseline performance in terms of Sigma Capability—based on defects per million opportunities. 
         [0039]    As with the Define phase, there are several critical questions that should be answered during the Measure phase. (1) What is the operational definition for all Critical-To-Quality Characteristics (CTQCs)? (2) Can the CTQCs be objectively measured? (3) Is the measurement system capable of providing valid and reliable values with an acceptable degree of error? (4) What is the baseline performance of the process? (5) Has a success target been determined—in customer terms? (6) Are the relevant metrics visible and widely accessible? 
         [0040]    In the Analyze phase, analytical tools are used to dissect the root cause of process variability and separate the vital few inputs from the trivial many. The Analyze phase incorporates (a) identifying significant characteristics (inputs, or Xs) and establishing process capability, (b) defining performance targets for the significant characteristics (inputs, or Xs), (c) identifying the root cause of process variation, and (d) using statistical methods to verify the effectiveness of alternatives. 
         [0041]    As with the previous phases, there are several critical questions that should be answered during the Analyze phase. (1) What are the significant inputs (Xs) affecting the output of concern (also known as Ys or CTQCs)? (2) What are the target levels of those inputs (Xs) that optimize the output of concern? (3) Are the input processes stable and capable? (4) What are the underlying sources of process variability? (5) Have alternate methods been statistically validated as effective? (6) Are the interactions between inputs identified, understood, and optimized? 
         [0042]    The Improve phase turns the analysis into action by (a) identifying and evaluating potential solutions, (b) implementing short term countermeasures, (c) implementing long term corrective actions, (d) identifying systemic indirect effects and unintended consequences of improvements, and (e) establishing operating tolerances for new processes. 
         [0043]    The Improve phase critical questions include (1) What improvement actions are necessary to achieve targeted performance levels? (2) Has a process been established to track implementation—with defined responsibility and target dates? (3) Does information and material flow smoothly through the process, with low inventory and no delays? (4) Are there any obstacles to improvement? Unintended consequences? Indirect effects? (5) How might the system push back? (6) Is the Six Sigma team functioning as effectively as possible? (7) Have improvement action alternatives been evaluated for relative attractiveness? 
         [0044]    After implementing the improvement actions, the Control phase verifies results and consolidates the gains. The Control phase incorporates (a) verifying corrective actions and validating new measurement systems, (b) determining new process capability, (c) establishing and implementing a control plan, and (d) sharing best practices and lessons learned. 
         [0045]    The Control phase critical questions include: (1) Have mechanisms been put in place to provide ongoing feedback and prevent backsliding? (2) Are significant characteristics (inputs and process variables) being monitored and improved over time using statistical methods? (3) Are appropriate preventive actions in place, including a Total Productive Maintenance (TPM) program to attack waste? (4) Are improvements, lessons learned, and best practices being shared in a systematic fashion? 
         [0046]    The present invention is a computer-based tool that enables a student to practice knowledge of and skills learned in Lean Six Sigma methodologies, specifically DMAIC, by providing a simulation which presents a scenario where the student determines which of a series of tasks to perform for each phase of the DMAIC process. The computer-based tool can evaluate how well the student has done in each phase by providing a series of questions based on the critical questions discussed above. The computer-based tool gauges the student&#39;s skill in and knowledge of the DMAIC process based on the student&#39;s answers to the series of critical questions, also taking into account which tasks the student performed. 
         [0047]      FIG. 1  schematically illustrates an exemplary system  100  for practicing the invention. In general, the system  100  includes a first computer  105  (referred to below as the client computer, client, or local computer) in communication with a second computer  110  (referred to below as the server computer, server, or remote computer) over a network  115 . As explained in greater detail below, the system  100  can be used to deliver content to a user of the system  100  (e.g., instructional content). As described below, the requirements of the system  100  are flexible. 
         [0048]    In particular, while only one client  105  and only one server  110  are shown in  FIG. 1 , the system  100  can include multiple servers  110  and/or multiple clients,  105  the number of clients  105  being limited only by the capacity of the network  115  and the servers  110 . The client  105  includes a processor  120 , memory  125  (e.g., RAM, program storage, data storage, etc.), and one or more input/output devices  130  and  135  (e.g., disk drive, optical drive, display, printer, touch screen, keyboard, mouse etc.). Example types of client computers include, but are not limited to, an electronic device capable of accessing the Internet including the World Wide Web (e.g., an Internet appliance), a handheld device, a laptop computer, a desktop computer, etc. Those of ordinary skill in the art will recognize that the terms “processor,” “client computer,” “browser,” “network” and the like are broadly defined and can apply to a wide variety of devices. The client  105  typically includes an operating system adapted to support a graphical user interface (GUI) and adapted to run a browser. The browser may be a web browser such as Netscape Navigator, Microsoft Explorer, Mozilla Firefox or a program with similar functionality that may access information from the server  110 . The client  105  receives input from the input device  130  (e.g., a keyboard, a mouse, a CD-ROM, etc.) and communicates outputs to output device  135  (e.g., a display, a printer, a read/write device, etc.). Of course, the input/output devices can include a device that communicates inputs and receives outputs (e.g., a touch screen, a read/write device, etc.) The client  105  also receives inputs and communicates outputs through one or more auxiliary ports, such as a USB (universal serial bus) port, a network interface, a wireless port, and/or an embedded web interface. 
         [0049]    The client  105  is connected to the network  115 , which can be any suitable local network (LAN) or wide-area network. The server  110  can include a processor  140 , memory  145 , one or more input/output devices  150  and  155 , and one or more auxiliary ports. The server  110  includes a server interface, such as a common gateway interface (CGI) or Internet Server Application Programming Interface (ISAPI), and a web site. The web site includes a graphical user interface module, a knowledge base, HTML, XML, and/or other files, and associated components. 
         [0050]    Files stored in the memory  125  or input devices  130  of the client computer  105  are said to be stored locally. Files stored in the memory  145  or input devices  150  of the server  110  are said to be stored remotely. 
         [0051]    A second construction of the system  100  is shown in  FIG. 2 . A plurality of clients  105  reside on a LAN  200 . Additional clients  105  can access the LAN  200  via a wireless interface  205 . The LAN  200  includes a modem  210  for accessing the Internet. The LAN  200  can also include an intranet. The clients  105  access the Internet or intranet using Internet protocols. The clients  105  are adapted to communicate with the server  110  using Internet protocols such as TCP/IP (Transmission Control Protocol/Internet Protocol). The servers  110  can be standalone servers  215  or can reside on a LAN  220 . 
         [0052]    The operation of the invention will be described in connection with the system  100  illustrated in  FIG. 1 . There are, however, other systems capable of performing the invention (e.g., the system of  FIG. 2 ). For example and as will be discussed below, not all of the components illustrated in  FIG. 1  are required for some operations of the invention. In particular, the system  100  illustrated in  FIG. 1  communicates content to the user of the system  100  via the network  115  and at least two computers  105  and  110 . In other constructions, the content can be delivered to the user by other means. In still other constructions, the content can reside on the local computer operated by the user. For example, the content can be in the computer&#39;s local memory or on a media accessed locally by the client  105  rather than via the network  115 . In some instances it is desirable to maintain the content on a server  110  to provide better security (e.g., to prevent copying and piracy). 
         [0053]    In use of the system  100 , the client  105  accesses the server  110  using a browser. The client  105  may communicate with the server  110  using known transmission standards. Once a connection is made with the server  110 , the client  105  receives content from server  110 . In one construction, the content includes a web page having text and links to other web pages or files (also collectively referred to as content objects). Example files include text files, executable files, audio files, video files, and audio/video files. The server  110  can also include animation objects, e.g., files that, when executed, display motion. Animation objects can be created using any suitable method (e.g., Adobe Flash, Shockwave, etc.). The server  110  includes a database comprising the content objects and the animation objects. As used herein, “display” of information of a content object is meant to include display of text files, execution of executable files, playing of audio and/or visual files, or any other method of presenting a content object to a user. 
         [0054]    In one example, the client  105  can access a web site that, among other things, includes instructional content organized in one or more lessons. The lessons can be grouped in chapters, sections, and/or courses. Instructional content can be provided by a variety of means, including for example text files, executable files, audio files, video files, and audio/video files. 
         [0055]      FIG. 3  is an exemplary webpage  300  of an embodiment of the invention. The webpage  300  can be created using any standard method (e.g., HTML, Java, etc.) or combination of methods. Using a browser, a client  105  accesses the webpage  300  on a server  110 . The server  110  containing the webpage  300 , downloads the webpage  300  to the client  105 . In the embodiment shown, the webpage  300  is constructed in four sections, a main navigation section  305 , a secondary navigation section  310 , a first content section  315 , and a second content section  320 . The sections can be populated/controlled individually and can be static or dynamic. That is, the webpage  300  can, in response to an input from a user, request information (a content object) from the server  110  for display in the first content section  315 , leaving the remaining sections of the webpage  300  unchanged. Thus, the content sections are dynamic (changing) and the navigation sections are static (unchanging). 
         [0056]    The webpage  300  can include several buttons  325 - 336  and hyperlinks  340 - 341  for accessing content objects. Clicking on one of the buttons  325 - 336  or hyperlinks  340 - 341  causes the client  105  to take action such as retrieving a new content object from the server  110  and/or executing an animation object. 
         [0057]    Display of a new content object can be subject to propagation delays, e.g., it may take several seconds (or longer) from the time a user makes a selection on the webpage  300  until the client  105  receives the new content object from the server  110  and displays the information in the content object. When a user makes a selection on a webpage by positioning a cursor over a button or hyperlink and clicking a mouse button, it is common practice for the cursor to change to a different shape (e.g., from an arrow to an hourglass) to indicate that the selection was recognized, and the new content object is being requested. The length of the delay from clicking a button, until new information is displayed, is dictated by several elements including the size of the content object (e.g., a video object may be relatively large and take a relatively long time to load where a text object may be relatively small and take a relatively short time to load), the performance (e.g., speed) of the client  105 , the performance of the server  110 , the number of devices accessing the server  110 , and the speed of communication between the client  105  and the server  110 . 
         [0058]    It is desirable to provide a user with a consistent transition of information displays (e.g., when providing educational content) regardless of any delays. In addition, users occasionally miss the change of shape of the cursor and click more often than necessary, sometimes creating undesirable results. It is therefore also desirable to provide a more significant indication that the input has been recognized and is being operated on. 
         [0059]    Co-pending U.S. patent application Ser. No. 12/166,905, filed Jul. 2, 2008, the entire contents of which are hereby incorporated by reference, discloses a method of transitioning between displays that provides a consistent transition regardless of delays. 
         [0060]    The user of the system  100  can also use the client  105  to access and receive a simulation that serves as a tool, and supports the teachings of an educational lesson(s) or course(s). The simulation can have entertainment value independent of its use as an instructional tool, while also being useful as an evaluation tool. Generally speaking, one use of a model is to describe a process or series of inter-related processes. A model, or simulation, can be useful in any of a variety of ways. For example, a simulation can be used to vary (either slow or accelerate) the process from real-time. Also, a modeled process can be used to experiment with changes in the process, thus avoiding disruption in the real-time process and avoiding the costs associated with such disruptions. Using an accelerated model of a process also affords the opportunity to sample data in an accelerated manner. When a computer is used to model or simulate processes, the model can be crafted to mimic sophisticated processes having random or chaotic aspects. Of course, with the use of computers also comes great flexibility in providing visual and audio depictions of the modeled process and changes to the process. As applied to learning, the use of a simulation to support the lessons conveying instructional content is advantageous by providing an experience that engages and entertains the user while also supporting the instructional aspects of the lesson. 
         [0061]    As applied to learning Six Sigma techniques, a suitable model or simulation should afford the user the opportunity to identify one or more critical to quality factors of a process. The model should also afford measurement of the process in terms of the critical to quality factors. The model should also afford the opportunity to vary or control aspects of the process and provide outputs that correspond to the changes made. In effect, for a model to be useful in the context of Six Sigma learning, teaching, and assessment, the model should afford the user the opportunity to use or practice the techniques associated with DMAIC approaches to process improvement. For a tool to be most useful as support for a lesson teaching a Six Sigma technique, the tool should also incorporate a model or simulation. 
         [0062]    An exemplary tool according to the present invention is a simulation called SigmaBrew, which includes a predefined scenario, i.e., the operation of a coffee shop. SigmaBrew is created by Moresteam.com LLC in Lewis Center, Ohio. The tool is preferably constructed using content delivered to the user by way of a database environment. The use of a database to provide content objects to the user affords flexibility in delivering a variety of scenarios having different back-stories, levels of difficulty, or learning objectives. For example, scenarios can be generated from SigmaBrew data and relationships by providing a filter that adjusts the data in a database for a particular operation (e.g., multiplies the data by an amount to reflect a manufacturing operation). For example, the scenario can be configured to apply to a student&#39;s actual business. Different databases (e.g., having different content objects and/or animation objects) or data that is modified allows different scenarios to be provided to different users without modifying the visual “container.” By thus incorporating a database structure to provide the tool&#39;s content, the tool can be used to provide a learning by doing experience to the student for a variety of problem solving methodologies and scenarios, simply by dynamically providing selected sub-sets of content to the user, i.e., the database affords using and re-using subsets of content for selected purposes without having to re-write the entire instructional game structure. 
         [0063]    In one embodiment, a user obtains a username and password that enables the user to access a website providing the SigmaBrew simulation. 
         [0064]    Specifically, with respect to Six Sigma techniques, tools learned from instructional materials can be utilized to assess the operational data generated by the simulation. Applying those tools and making decisions accordingly in the SigmaBrew simulation affords the user the opportunity to observe the outcomes of decisions made using Six Sigma techniques. Therefore, the SigmaBrew simulation supports the teachings of the Six Sigma lessons that the user previously reviewed and learned. 
         [0065]    Prior to and/or during the simulation, the user can engage in various activities that reflect proficiency in one or more of the learned lessons. In the case of a Six Sigma technique lesson, for example, the simulation should afford the user the ability to determine the voice of the customer, measure the output important to the customer, translate the output into internal specifications, determine a design or next step based on the internal specifications, implement the design during the simulation, and evaluate the design based on the on-going results (e.g., a score). 
         [0066]    The system  100  of the tool of the present invention includes a plurality of modules that are adapted to be used by or run on either the client computer  105  or the server  110 . The modules include the computer-based simulation which is operable to generate related data to be stored in the computer memory. In some embodiments, the modules also include one or more lessons including content of various forms for teaching one or more techniques. Preferably, the instructional content includes information relating the simulation in a manner supporting the teachings of the lessons, either as practice or illustration of the lessons or as an assessment of proficiency of skills conveyed by the lessons. The lesson modules may include information usable to obtain the simulation related data, analyzing the simulation related data and can include content directed to at least an aspect of the techniques using the analyzed data to teach the lesson. 
         [0067]    In an exemplary embodiment of a computerized simulation used to exercise and evaluate a student&#39;s understanding of Lean Six Sigma concepts, the student, using a client computer  105 , accesses a website hosting a computer application. In some embodiments, the student may be required to enter a username/password combination in order to gain access to the website. The application can include one or more introductory screens to acquaint the user with the simulation. 
         [0068]      FIGS. 4-8  represent exemplary introductory screens  400 - 404 . A first screen  400  ( FIG. 4 ) provides an overview of the simulation. In some embodiments, one or more of the screens  400 - 404  include a button  410  to launch an audio file that provides the information on the screens  400 - 404  in an audio format. Navigation buttons, next  415  and back  420 , enable the user to move to next or previous screen respectively. Clicking on the next button  415  accesses a second screen  401 . 
         [0069]    The second screen  401  provides a high level background regarding the simulation. The second screen  401  also provides a button  425  that provides a link to download a file (e.g., in Adobe®.pdf format) containing a more detailed description of the simulation (e.g., the SigmaBrew case history). A third screen  402  and fourth screen  403  provide more data relating to the scenario used in the simulation. The fourth screen  403  also provides a button  430  linking to practice questions (e.g., in a new window). The practice questions enable the student to work through defining a scope of a project reflected in the simulation/scenario by answering a series of multiple choice questions. Feedback is given to the student as to why the answer the student gave was right/wrong along with the correct answer including the reason the answer is correct. Finally, a fifth screen  404  is accessed providing a link  435  to the simulation. The link  435  opens the simulation in a new window  500  ( FIG. 9 ). 
         [0070]      FIG. 9  is an exemplary webpage  500  of an embodiment of the invention. The webpage  500  is constructed in four sections, a main navigation section  505 , a secondary navigation section  510 , a first content section  515 , and a second content section  520 . The webpage  500  includes a define button  525 , a measure button  526 , an analyze button  527 , an improve button  529 , a control button  531 , an options button  528 , a tollgate button  530 , a first scorecard button  532 , a second scorecard button  535 , an instructions button  533 , and a project health indicator  510 . The first and second content sections  515  and  520  can, depending on the content being displayed, include hyperlinks (e.g., hyperlinks  340  and  341 ) to one or more web pages. 
         [0071]    The define button  525 , measure button  526 , analyze button  527 , improve button  529 , and control button  531  access, as described below, web pages specific to their respective DMAIC phases. The options button  528  accesses a set of categories of tasks specific to the DMAIC phase being addressed (worked on) by the student. The categories are displayed in the second content section  520 . Table  1  lists the categories included in each of the DMAIC phases according to an embodiment of the invention. Each category includes one or more tasks. The student selects a category from the second content section  520  and the tasks are displayed as hyperlinks in the first content section  515 .  FIG. 10  illustrates an exemplary task screen  550  for the Waste Analysis tasks  551 - 554  during the Analysis phase. Each task  551 - 554  has an associated dollar cost  560  and time cost  561 . The student chooses which tasks to perform by clicking on its appropriate hyperlink. The student then receives the information from the task and is charged the costs for the task. As shown in  FIG. 10 , tasks that were previously selected by the student are available to the student at no additional cost. 
         [0000]    
       
         
               
               
               
             
           
               
                   
                 TABLE 1 
               
               
                   
                   
               
               
                   
                 DMAIC Phase 
                 Task Category 
               
               
                   
                   
               
             
             
               
                   
                 Define 
                 Conduct Customer Survey 
               
               
                   
                   
                 Research the Process 
               
               
                   
                   
                 Interview Customers 
               
               
                   
                   
                 Historical Company Information 
               
               
                   
                   
                 Historical Customer Data 
               
               
                   
                   
                 Collect External Information 
               
               
                   
                   
                 Conduct Meeting 
               
               
                   
                   
                 Develop Plans 
               
               
                   
                 Measure 
                 Sales Mix &amp; Defect Data 
               
               
                   
                   
                 Evaluate Measurement System 
               
               
                   
                   
                 Collect Work Flow Data 
               
               
                   
                   
                 Stratify Time by Product&gt; 
               
               
                   
                   
                 Stratify Data by Time 
               
               
                   
                   
                 Other Data Dimensions&gt; 
               
               
                   
                   
                 Demand and Queues 
               
               
                   
                   
                 Process Inputs 
               
               
                   
                 Analyze 
                 Map Value Stream 
               
               
                   
                   
                 Waste Analysis 
               
               
                   
                   
                 Serving Time Variation 
               
               
                   
                   
                 Analyze Demand 
               
               
                   
                   
                 Analyze Flow 
               
               
                   
                   
                 Analyze Rework 
               
               
                   
                   
                 Analyze Product Mix vs. Service Time 
               
               
                   
                   
                 Analyze Staffing 
               
               
                   
                 Improve 
                 Add Equipment 
               
               
                   
                   
                 Human Resources 
               
               
                   
                   
                 Product Actions 
               
               
                   
                   
                 Revise Order System 
               
               
                   
                   
                 Revise Process Steps 
               
               
                   
                   
                 Reporting &amp; Communication 
               
               
                   
                 Control 
                 Control Plan 
               
               
                   
                   
                 Document Work Practices 
               
               
                   
                   
                 Best Practices 
               
               
                   
                   
                 Confirm New Capability 
               
               
                   
                   
                 Project Handover &amp; Audit 
               
               
                   
                   
               
             
          
         
       
     
         [0072]    Once the student has all of the information (e.g., has completed all of the tasks) the student believes is necessary to answer the critical questions for the DMAIC phase the student is working on, the student selects the tollgate button  530 . Selecting the tollgate button  530  displays a screen  580  of  FIG. 11  which includes a hyperlink  585  to continue on to the critical questions. The student is expected to gather all the information necessary by completing tasks before entering the tollgate. If the student enters the tollgate and needs to return to the tasks in order to answer a critical question, the student is penalized. In some embodiments, the penalty is a doubling of the costs (time and money) charged to the student. However, as shown in  FIG. 10 , the student is able to access tasks which the student previously purchased for no additional cost or penalty. 
         [0073]    At any time, the student may select to view the scorecard by clicking either the first or second scorecard buttons  532  and  535 .  FIG. 12  illustrates a scorecard including a visual image indication of project health  600  and a grid  605  showing project metrics for each DMAIC phase as well as a total process metric. In the embodiment shown, process metrics include costs  610  (money and time), resultant serving time  615 , sigma level  620 , and return on investment  625 . An indication of the overall project health  630  is displayed in the second navigation section  510  of each screen of the simulation. 
         [0074]      FIGS. 13A-13E  are flow charts of an embodiment of a method of operation of a tool allowing a student to practice skills in and for determining a student&#39;s competency in the DMAIC road map for Six Sigma process improvement. 
         [0075]    As discussed above (e.g., for  FIGS. 4-8 ), the tool starts with an introduction (step  700 ) of the simulation. The introduction explains the simulation process and provides background information to enable the student to begin the DMAIC simulation process. Along with displaying information, the tool initializes several flags and parameters (step  705 ). A process level (PL) parameter tracks which process level the student is currently working on. The student steps through the process levels in order—Define (D), Measure (M), Analyze (A), Improve (I), and Control (C). As will be seen, once the student completes a process level, the student moves on to the next level, in order. The student can return to a previous process step for review, but cannot work on previous steps or alter the score for a completed level (e.g., redo a completed level). At step  705 , a toll flag is set to “NO.” The toll flag indicates whether the student has entered a tollgate function for the present process level. A penalty flag is also set to “NO.” The penalty flag is used to determine if the student is subject to a penalty (e.g., additional costs) for executing a task. Generally, a student incurs a penalty for executing a task in a process step after the student has entered the tollgate function in that process step. As part of the tollgate function, the student is presented with a series of questions. At step  705  a question flag is set to “1” to indicate that the tollgate function should begin at the first question for the present process level. Next, the tool waits for an input from the student (step  710 ). 
         [0076]    The student can select, depending on the information being displayed, eight types of inputs (additional inputs such as a “Help” button  536  are available but will not be discussed here). The types of inputs include selecting a process phase (step  715 ), selecting options (step  720 ), selecting the tollgate function (step  725 ), selecting the scorecard (step  730 ), selecting a category of tasks for a particular process step (step  735 ), selecting a task and selecting to execute a task (step  740 ), and answering a question as part of the tollgate evaluation function (step  745 ). The input types are not all available on every screen. 
         [0077]    Following the selection of a process phase (PP) (e.g., the Define, Measure, Analyze, Improve, or Control phases) at step  715 , the operation next determines whether the chosen PP is less than (i.e., comes before in the DMAIC sequence) the present process level (PL) (step  750 ,  FIG. 13B ). For example, if the student has completed the Define and Measure process phase, the PL is set to Analyze. If the student chooses either the Define or Measure phases, which are less than the PL, the tool provides a review screen to the student for the chosen PP (step  755 ). The review screen  700  (see  FIG. 14 ) displays all of the critical questions  705  for the PP along with the correct answers and explanations  710 . The review screen  700  also allows the student access to the categories of tasks for the chosen PP. Categories, for which the student has previously selected one or more of the tasks, are highlighted to indicate the selection. 
         [0078]    If the PP was not less than the PL, the tool checks if the PP is equal to the PL (step  760 ). If the student attempts to access a PP that comes after the present PL (i.e., PL&gt;PP) an error screen is displayed informing the student that this PP is not yet available (step  765 ). If the PP and PL are equal, the tool determines if the student has entered the evaluation phase (tollgate) of the PP (step  770 ). If the student is in the evaluation phase, a critical question (based on the question flag) is presented to the student (step  775 ). If the student has not entered the evaluation phase for the PP, an introductory screen for the PP is displayed (step  780 ). 
         [0079]    Referring back to  FIG. 13A , if the student selects the option input (step  720 ), a list of categories of tasks for the PL is displayed (with hyperlinks) in the second content section  520  of the display (step  790 ). As discussed above, categories, in which the student has selected one or more of the tasks, are highlighted to indicate the selection. 
         [0080]    If the student selects the tollgate function (step  725 ), the tool checks if the student has previously entered the tollgate function (step  800 ,  FIG. 13C ). If the student has previously entered the tollgate function (tollgate=yes), the tool displays a question (step  805 ). If the student has not previously entered the tollgate function for the PL, a warning is displayed (step  810 ) explaining that the student will be penalized if the student executes tasks after entering the tollgate function, and asking if the student wants to continue to enter the tollgate function (step  815 ). If the student chooses to enter the tollgate function, the toll flag is set to yes, the penalty flag is set to yes (step  820 ), and the tool displays the first question (step  805 ). 
         [0081]    If the student chooses the scorecard (step  730 ,  FIG. 13 ), the tool displays the present scorecard reflecting the students progress and results in implementing the DMAIC process (step  822 ). If the student chooses one of the categories (step  735 ) (e.g., displayed in the second content section  520 ), the tool displays, in the first content section  515 , the tasks for the chosen category (step  825 ) (see e.g.,  FIG. 10 ). 
         [0082]    If the student chooses a task (or chooses to execute a task) (step  740 ) by clicking on the task (or execute button) in the first content section  515 , the tool checks if the penalty flag is set to “no” (step  830 ,  FIG. 13D ). Based on the setting of the penalty flag, the tool displays information (including its costs) on the task (or executes the task with the student incurring the costs of the task) (step  840  or  845 ). Previously executed tasks are always available to the student for execution at no charge whether the penalty flag is set to yes or no. 
         [0083]    Again, referring to  FIG. 13A , if the student answers a question (step  745 ), as part of the tollgate function, the tool displays the question with the student&#39;s answer and the correct answer along with explanations of each (step  850 ,  FIG. 13E ). The tool then checks if the question answered is the last question for the PL (step  855 ). If there are more questions, the tool increments the question flag to the next question (step  860 ). If the question answered was the last question for the PL, the tool resets the question flag to one and increments the PL to the next level (e.g., to M from D and so on) (step  865 ). 
         [0084]    In one embodiment, the tool allows multiple students, using a plurality of client computers  105 , to work together on a single project simulation. In other embodiments, multiple teams, comprising one or more students and/or one or more client computers  105 , execute a project simulation. A common scorecard displays the performance of each of the teams. In some embodiments, an instructor oversees the project simulation, controlling the progress of the student(s) or teams, providing feedback, and/or displaying a combined scorecard. For example, the instructor can stop the simulation at any time so the teams/students can exchange work product and understand decisions made by other players throughout the simulation. In addition, the instructor and/or students can critique one another, allowing the students to teach each other. By introducing aspects of collaboration and competition to the instruction, the tool enhances the learner&#39;s engagement in mastering the presented lessons and mastering the skills required to achieve the tools learning objectives. 
         [0085]    Accordingly, the tool enables the student to step through the DMAIC process, exercising the student&#39;s skills and evaluating the student&#39;s progress along the way. The student is provided feedback as to how well the student has implemented the functions of the DMAIC process and how well the student understands the process. 
         [0086]    Various features and advantages of the invention are set forth in the following claims.