SCHEME FOR THE CERTIFICATION OF LEAN SIX SIGMA … · to take into account the ISO 18404 requirements for the LSS professionals to prove their theoretical knowledge, achieving the

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LEAN SIX SIGMA PROFESSIONALS

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SCHEME FOR THE CERTIFICATION OF

LEAN SIX SIGMA PROFESSIONALS

3 24.10.2019 Pag. 9 President of the

CSI/Scheme CEO


CSI/Scheme CEO


CSI/Scheme CEO

0 07.03.2018 1ª Emission President of the

CSI/Scheme CEO

Rev. Date Motivation Convalidation Approval

SCHEME FOR THE CERTIFICATION OF LEAN SIX SIGMA PROFESSIONALS

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INDEX

1. INTRODUCTION AND JOB PROFILE …………………………………………………………………………………… 3

2. NORMATIVE REFERENCES …………..…………………………………………………………………………………… 3

3. SCHOOL BACKGROUND AND SPECIFIC TRAINING ……………………………………………………………… 3

4. SUBJECTS OF INTEREST ………………………………………..………………………………………………………...... 4

5. BRIEF DESCRIPTION OF EACH PROFESSIONAL …………………………………………………………………...4

6. HINTS ON TRAINING COURSES ………………………………………………………………………………………..…5

7. EXAM ………………………..……………………………………………………………………………………………………... 5

7.1Exam Purposes ................................................................................................................................................................. 5

7.2 Examination Procedures ............................................................................................................................................ 5

7.3 Examiners ...........................................................................................................................................................................6

7.4Exam location .................................................................................................................................................................... 6

7.5 Exam evaluation criteria ............................................................................................................................................ 6

8. CERTIFICATION ………………………………………………………………………………………………………….……. 6

9. DEONTOLOGICAL CODE …………………………………………………………………………………………………..... 6

10. VALIDITY AND MAINTENANCE OF THE CERTIFICATION (SURVEILLANCE) ……............................ 7

11. RENEWAL OF THE CERTIFICATION……………………………………………………………...………………….. 8

12. INTRODUCTION TO ANNEX A ...................................................................................................................................... 8

12.1 Annex A………………………………………………………………………………………………………………………… 9


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1. INTRODUCTION AND JOB PROFILE

The Lean Six Sigma Professionals will be expected to demonstrate that they have an adequate level

of competence, an amalgamation of education, training, skills and experience necessary to fulfil their

roles.

Both the Business-to-Business and Business-to-Consumer markets are changing rapidly.

Consumer requirements are becoming more demanding and competition from foreign countries

heavier than ever. The consequence being that an organisation must maintain a high level of

knowledge to compete with reliable, fast and high-quality services and products.

Therefore, it is essential that companies continue to improve. For an organisation to embrace a culture

of continuous improvement they will need to have pioneers in the Lean Philosophy working within the

departments together with the people.

The Lean Six Sigma Professionals are divided in 5 categories:

A Yellow Belt (this is not a figure required by the standard ISO 18404:2015)

B.1 Green Belt

C.1 Lean practitioner

B.2 Black Belt

C.2 Lean Leader

All profiles (Yellow Belt ones excluded) are divided in two levels, called “Skilled” and “Expert”. This is

to take into account the ISO 18404 requirements for the LSS professionals to prove their theoretical

knowledge, achieving the “Skilled” level and, their capability to put into practice, achieving the

“Expert” level.”

2. NORMATIVE REFERENCES

ISO 13053-1, Quantitative methods in process improvement — Six Sigma — Part 1: DMAIC methodology

ISO 13053-2, Quantitative methods in process improvement — Six Sigma — Part 2: Tools and techniques

ISO 18404:2015, Quantitative methods in process improvement — Six Sigma —Competencies for key personnel and their organizations in relation to Six Sigma and Lean implementation

This certification scheme

3. SCHOOL BACKGROUND AND SPECIFIC TRAINING

In order to become a «Skilled» Lean Six Sigma Professional, ALL candidates for ALL 5 LEVELS are required to:

Attend a specific training course (please, refer to point 5.TRAINING COURSES here below); Take a written exam (please, refer to point 6.EXAM here below).

Minimum Pre-Requisite for «Skilled» Lean Six Sigma Professionals of ALL 5 LEVELS is:

High School Diploma

If candidates of ALL LEVELS (Yellow Belt ones excluded) are interested in becoming «Expert» Lean Six Sigma Professionals, they need to:


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Attend a specific training course (please, refer to point 5.TRAINING COURSES here below); Take a written exam (please, refer to point 6.EXAM here below); Complete a Lean Six Sigma project and take an oral exam (please, refer to Annex A).

Minimum Pre-Requisites for «Certified» Lean Six Sigma Professionals are divided as it follows.

For Lean Six Sigma Yellow Belt

High School Diploma +

For Lean Practitioner & Green Belt

High School Diploma + 6 Months of Experience in the field of application

For Lean Leader & Black Belt

High School Diploma + 1 Year of Experience in the field of application

Or

Degree + 6 Months of Experience in the field of application

4. SUBJECTS OF INTEREST All candidates of each level have got specific skills and competences defined by the ISO 18404:2015. This latter recalls both the ISO 13053-1 and the ISO 13053-2. Candidates are recommended to check these documents before approaching to certification path.

5. BRIEF DESCRIPTION OF EACH PROFESSIONAL

A.1 Lean Six Sigma Yellow Belt

The Lean Six Sigma Yellow Belt is a professional who has the foundational elements of the Lean Six Sigma Methodology, who participates in improvement projects as a team member and as a part of more complex improvement projects lead by a Certified Green Belt or Certified Black Belt, typically in a part-time role. A Lean Six Sigma Yellow Belt has the understanding of the elementary aspects of the Lean Six Sigma Method including competence in the subject matters contained within the phases of Define, Measure, and Control (DMC).

B.1 Lean Six Sigma Green Belt The Lean Six Sigma Green Belt is expected to deliver the agreed benefits of a Lean Six Sigma project to the organization. These improvement activities will often be within the Lean Six Sigma Green Belt’s usual field of employment and operation. In so doing, the Lean Six Sigma Green Belt will

a) Work with the local ‘line management’ to identify and quantify opportunities for improvement within the local environment, b) Be required to

1) Work, possibly under the direction of a Lean Six Sigma Black Belt or Lean Six Sigma Master Black Belt or as a member of a larger Lean Six Sigma project led, for example, by a Lean Six Sigma Black Belt, and/or 2) Be required to lead a smaller Lean Six Sigma project under the direction of a Lean Six Sigma Black Belt, and

c) Possibly coach process operators (Yellow Belts) on process improvement methods and activities.


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C.1 Lean practitioner The role of the Lean practitioner is to participate in Lean improvements in the organization. These improvement activities will usually be within the Lean practitioner‘s usual field of employment and operation. In so doing, the Lean practitioner will

a) Work to implement improvements in the local area, b) Use workplace layout techniques to improve process flow, c) Be required to lead improvement activities and quantify benefits delivered, d) Coach team members on process improvement methods and activities, and e) Run training sessions on Lean techniques.

B.2 Lean Six Sigma Black Belt The Black Belt is expected to deliver the agreed benefits of a Lean Six Sigma project to the organization. In so doing, the Black Belt will

a) Work with others to identify and quantify opportunities for improvement, b) Organize multi-disciplinary teams (process organization), where necessary, and manage improvement projects, c) Lead improvement projects or facilitate Lean Six Sigma Green Belt projects using the DMAIC methodology, d) Train, coach and mentor Lean Six Sigma Green Belts on DMAIC methodology and associated process improvement techniques, and e) To participate in all ‘gate’ reviews directly through prepared presentations of the work accomplished to-date with an emphasis on the accomplishments in the phase being reviewed.

C.2 Lean Leader The role of the Lean Leader is to drive improvements in the organization. These improvement activities will often be within the Lean leader‘s usual field of employment and operation. In so doing, the Lean leader will

a) Work with the local ‘line management’ to identify and drive improvement within the local environment, b) Use takt times and cycle times to identify appropriate resource requirements, c) Be required to lead improvement activities and quantify benefits delivered, d) Coach Lean practitioners on process improvement methods and activities, and e) Run training sessions on Lean techniques.

6. HINTS ON TRAINING COURSES As anticipated in paragraph 3.SCHOOL BACKGROUND AND SPECIFIC TRAINING, ALL candidates for ALL 5 LEVELS are required to attend a specific training course. In particular: A.1 Lean Six Sigma Yellow Belt

In class training of at least 15 hours

B.1 Lean Six Sigma Green Belt


C.1 Lean practitioner


B.2 Lean Six Sigma Black Belt


C.2 Lean Leader


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CEPAS is not a Training provider. Training Courses will be delivered by training provider in charge

7. EXAM 7.1 Exam purposes The exam for the certification has the aim to verify the candidate skills and competencies in relation to

the body of knowledge defined by the ISO 18404:2015 for the key personnel in relation to Lean Six

Sigma:

• Lean Six Sigma Yellow Belt

• Lean Practitioner

• Lean Leader

• Lean Six Sigma Green Belt

• Lean Six Sigma Back Belt

Depending on the certification the participant is enrolling to, there will be a written examination

and/or an oral examination.

In particular, for the certification «Skilled» there will be a written examination ONLY and a verification

of the evidences of the minimum requirements to request the certification.

For the certification called «Certified» there will be the same written examination as the «Skilled»

certification and there will be an oral examination, as well.

7.2 Examination Procedure

Written Examination

The aim of the written examination is to provide the evidence of understanding the competencies of the Lean Six Sigma key personnel as defined in annexes A and B and C of the ISO 18404:2015 .

The written exam consists of a mix of knowledge/insight questions, Lean Six Sigma statements and Multiple-Choice questions the candidate has to answer, covering the body of knowledge defined in the ISO 18404 for each Lean Six Sigma key personnel.

Hereunder the number of questions and the available time, for both the “Skilled” and “Certified”:

Exam Nr of questions

Passing criterium Available Time (mins)

Lean Six Sigma Yellow Belt >= 16 75% 30

Lean Practitioner >=28 75% 60

Lean Leader >=40 75% 90

Lean Six Sigma Green Belt >= 30 75% 40

Lean Six Sigma Black Belt >= 40 75% 60

Each correct answer value is 1 point, while at a wrong answer is associated 0 point.


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The pass/fail criteria is established in 75% of correct answers.

The written examination can be done with a paper copy of the exam or using an online tool where the

participant has to log into a web based server where the questions will be answered directly on the

tool and the final evaluation will be done automatically by the system returning a pass/fail result

based on the 75% correct answer criteria.

Oral Examination for ean Six Sigma Professionals “EXPERT” ONLY The oral examination is based on the discussion of the practical assignment/project the candidate

has developed in a real in company project.

The project evidences have to be provided at least three week before the date of the oral exam and

shall contain the evidence that the mandatory requirements of Annex A are met for each type of

certification.

The oral examination is to gather the evidences of the skills defined in the ISO 18404:2015 and

summarized in Appendix A, which shows also the points assigned for each part of the project, and this

is done with at least 30 minutes discussion.

Hereunder the evaluation criteria: to pass the exam it is necessary to have scored the minimum TOTAL

points illustrated below, which is done by some mandatory plus optional points.

Exam Min Total Points

Lean Practitioner 22 (of which 13 mandatory)

Lean Leader 12 (Pre-requisite: Lean Practitioner

“certified”)

Lean Six Sigma Green Belt 28 (of which 22 mandatory)

Lean Six Sigma Black Belt 37 (of which 26 mandatory)

7.3 Examiners For the written examination, the examiner has to ensure the integrity of the exam, but doesn’t need to

have technical skills in Lean Six Sigma as the exam is provided the day of the exam with the solutions.

According to ISO 18404:2015, the examiners for the oral discussion will be at least Black Belt certified

for Lean Practitioner and Green Belt and Master Black Belt certified for the Lean Leader and Black Belt

certification.

7.4 Exam location The written exam and the Oral exam will be held on a location defined by CEPAS or one of the CEPAS’s

Partners at the presence of an examiner as defined in 1.5.

7.5 Exam evaluation criteria For the written exam the minimum number of correct answer is set to 75%.

For the oral exam, all the mandatory parts and some of the optional parts, as defined in Annex A, have

to be presented in order to pass the oral exam.


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8. CERTIFICATION

When candidates meet the prerequisites and pass the written exam and, they will be awarded with the

Certification of Competences for «Skilled» Profiles.

When candidates meet the prerequisites pass the written exam and present a practical assignment

passing the oral exam, they will be awarded with the Certification of Competences for «Certified»

Profiles.

The certified person is therefore enrolled in Registry of CEPAS and receives certification, according to

his/her specific profile and level.

9. DEONTOLOGICAL CODE

The Lean Six Sigma Professionals certified and/or in the process of certification engage themselves

to respect the following ethical and deontological aspects:

To inform customers about the contents of the deontological code at issue;

To respect the deontological code at issue (all applicable CEPAS procedures included);

It is strictly forbidden any kind of abuse of the image and/or interests of the Persons, Companies, Agencies and Customers, even potential ones, interested in the professional service, as well as towards CEPAS;

To fully cooperate to any formal investigation into infringements of the deontological code at issue initiated by the Accreditation and Certification Bodies or to resolve specific cases of complaints;

To meet all the commitments envisaged in the contract with the customers;

To keep a record of all the claims filed against customers for activities carried out within the validity of the CEPAS Certification and to allow CEPAS access to these records; within 10 days of receiving a complain, please send a written communication and copy of the issue to CEPAS;

It is strictly forbidden any promotional activities (advertising, informative material, etc.) that could induce the customers to misinterpret the meaning of the CEPAS certifications and, moreover, induce expectations in the client that do not correspond to the real situations in progress;

It is strictly forbidden to be involved in fraudulent practices related to the removal and / or disclosure of examinations’ materials;

To maintain absolute confidentiality towards Third Parties (professional secrecy) on information of any nature obtained during professional service and in any case without prejudice to legal requirements;

To comply with all applicable laws with reference to the activity subjected to certification.

10. VALIDITY AND MAINTENANCE OF THE CERTIFICATION (SURVEILLANCE)

The validity of the certification during the contractual period of 5 years (from the date of the release of

the certificate) is subjected to the positive result of the annual surveillance activities, carried out by

CEPAS.


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For this purpose the certified person has to give a yearly declaration, according to Italian DPR

445/2000, about the activity carried out in the last year of reference, relating to these aspects:

- The evidence of specific work/activity within the year in the field of application provided under the obtained certification and the participation at training programmes – courses, seminars, conferences or workshops – of at least 8 hours every year for all profiles, except for the Yellow Belt (In this case, 2 hours of annual training). Alternatively The evidence of specific work/activity for a minimum of 12 days within the year in the field of application provided under the obtained certification.

- The absence of claims by interested parties.

The key personnel of each level shall prepare and produce a portfolio of evidence of work experience.

In particular, the evidence of work experience is given through the following points:

a) Demonstrate attainment against defined competencies and objectives,

b) Actively maintain and enhance their skills and competencies, and

c) Actively maintain personal records of their training, skills, competencies and experience.

However, the maintenance of the certification is subjected to the payment of the stipulated annual fees.

11. RENEWAL OF THE CERTIFICATION

The certificate is renewable as a result of specific request and under re-valuation of competences.

The renewal requirements are:

- The positive outcome of a written examination (number of questions, duration, evaluation criteria, etc. are going to be the same as per point 7.2);

- The participation at at least 40 hours of specific training in the five years for all profiles, except for the Yellow Belt (in this case, 10 hours of training in the five years are enough);

- The declaration of professional continuity.

It is possible to proceed with a renewal of certification during the whole validity period of the

certification itself.

The renewal of certification must be done within the expiration period of the certificate in course.

12. INTRODUCTION TO ANNEX A

In the following section are defined the criteria to evaluate the practical assignment/project during an

oral examination to obtain the «Certified» level certificate for each key personnel of Lean Six Sigma

Professionals.

The evaluation criteria is based on the personnel competencies as defined in the ISO 18404:2015.

The candidate has to submit a report of the practical assignment/project, in the form of a presentation

recording his/her strategy behind the decisions made, analysis applied and how this has led to

selecting the reputed optimal solution.

The final report will need to consist of the following elements:

1) Description of the Situation: Why is this project needed? Background information

organisation / department / process (Clear Problem Statement),


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2) Goal: What have you been assigned to do? Is there a measurable goal statement?

3) Action taken: What was your approach? Include Tollgate reviews with the project Sponsor.

4) Result: What did your project deliver? How much has the process improved?

5) Lessons Learned: What have you learned in the areas of process improvement, team

dynamics and change management and would you do differently in the next project?

In the following pages is reported for each of the Lean Six Sigma professional the key assessment criteria. The points are assigned to the participant when evidence is provided, otherwise 0 point will be assigned.


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12.1 ANNEX A

LEAN PRACTITIONER

Review term Criteria Mandatory points

Optional points

Student can identify process steps which are not an added value to the client and distinguish these in CVA, BVA and waste

Student shows the VSM was made (e.g. picture) and this has to clearly indicate which are client value steps, which are business value steps and which steps are waste.

2

Student can create a value stream map with a team

Student shows the VSM was made (e.g. picture) and we will verify whether the VSM has been constructed by following the TLSSC method.

3

Student is capable of applying the A3 management method

Student hands in a fully completed A3 (in TLSSC template) at all times. All steps have to be ‘sufficiently filled in’. Specific attention (1) for a proper problem definition (2), a proper goal status (project goal), (4) list of root causes has to be linked to the list of measures and (5) project evaluation

3

Student is can put together a project team for an improvement project

The TLSSC coach guarantees all relevant disciplines are part of the project team during the coaching meeting. The theory behind the team composition is part of lessons learned document

1

Student can create a stakeholder analysis Student can deliver a stakeholder analysis 1

Student is capable of logging the complete project including reflection in a report

Student can produce lessons learned 3

Student is able to apply the Theory of Constraints

In step 4 of the A5 (ground causes) it states what the bottleneck is. In step 5 (measures) it states what the solution is to solve this bottle neck

1

Student is able to determine the flow for a process (PCE)

The current turnaround time (Little’s law) has been calculated and compared to the target. Can calculate the PCE

2

Student is able to apply Pull in a process In step 4 of the A5 (ground causes) it states what a push is. In step 5 (measures) it states that Kanban supplies is the solution to realise Pull (and more flow)

1

Student can apply the Poka Yoke concept In step 5 (measures) is states that Poka Yoke is one of the solutions

1

Student can apply the 5S method In step 5 (measures) it states that 5S is one of the solutions. Student has shown ‘before’ and ‘after’ pictures.

1

Student can apply Visual Management In step 5 (measures) it states that Visual Management has been applied. Student has shown ‘before’ and ‘after’ pictures.

1


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Review term Criteria Mandatory points

Optional points

Student can apply the 5 times Why method Student can show that the 5? Technique has been applied (e.g. picture of step 4 of the A3)

1

Student can implement improvement boards in the improvement process

Student mentions in step 7 and/or 8 that improvement signs have been used to secure the new process. Student can show this by using pictures.

2

Student can apply the SIPOC method Student has delivered the SIPOC. Can be used to determine the project scope and indicate the appropriate project team members.

1

Student can determine qualtiy and quantity of a sample

If sampling is used, student can explain design of it and how is dealt with the

possibility of sampling errors

1

Student is capable of creating a baseline for a process (how is the process performing?)

Student is capable of displaying the baseline in graphics and clearly showing the development in time and variation

2

Student can make and execute a data collection plan

Student can produce data collection plan 1

Student can apply Creative Tools (mind-mapping, brainstorming, etc)

Clarify in Lessons Learned whether this has been used

1

Student can implement a proposed solution on a small scale within an organization

Students shows in the a3 (step 6 and 7) that a pilot took place before the ‘go –live’ was a fact.

2

Student can secure the solution with the aid of (standardised work)

Student can show work instructions, student can explain how they have used improvement boards in the securing phase.

1

Student can assess risk of project/solution Student can produce risk analysis 1

Total points required to pass the exam: 22 of which 13 of the Mandatory

LEAN LEADER

Review term Criteria Mandatory

points Optional points

Student does an extra Lean project Assess A3’s of the 2 projects and visit 2 of the processes to determine whether the improvements are permanent

2

Student has successfully led a kaizen event A3 project, a description of the preparations, the event itself, the after care and the

personal learnings

2


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Student has implemented day starts/improvement boards

We want to attend an improvement board session

2

Student is capable of developing a Lean Awareness training of ½ day – in preparation of the kaizen event or implementation stand-ups/improvement boards

Produce Lean training and assess the quality. We will also speak to one of the participants

2

Student has coached a Lean Practitioner in bringing an ‘A3 project’ to a successful end

Produce pictures showing this has happened. Input from department manager on the success of the process

2

Points required 8



Student writes 1 article or internal newsletter about Lean

Produce article/newsletter and place on web 2

Student is capable of documenting the entire project including reflection in a report

Student can produce Lessons Learned 2

Points required 4

Total points required to pass the exam Lean Leader: 12

LEAN SIX GREEN BELT Review Term Criteria Need #points

Student is able to apply DMAIC improvement structure

Student has delivered the following (Toll-gate) reports: - for Define phase - for Measure phase - for Analyse phase - for Improve phase - for Control phase

Mandatory 5

Student is able to determine where the improvement project focus should lie based on the Voice of the Customer

Student has defined the Voice of the Customer in the Project Charter to substantiate the Problem Statement of the project

Mandatory 1

Student can assemble a project team for a Lean Six Sigma improvement project

Student has assembled the project team. Student has provided the reasoning behind the team members he/she has selected in Lessons Learned

Mandatory 2

Student can populate the Project Charter Student has delivered a project charter in

accordance with the template

Mandatory 1

Student can apply the SIPOC method Student has delivered a high-level process description in accordance with the SIPOC template

Mandatory 1

De student can flow down the CTQ to an Student has defined the CTQ in the Project Mandatory 1


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Review Term Criteria Need #points

appropriate measurable Output Charter as a basis for measuring the Problem defined in the improvement project

Student understand how to motivate individuals towards a pre-set goal (e.g. Charter + Kick-off meeting) with sponsor and team members

Add pictures to final report which show this has happened, add notes in Lessons Learned concerning the motivation with regards to the reaching the pre-set goal together

Mandatory 1

Student can create and execute a Data Collection Plan

Student has delivered a Data Collection Plan in accordance with the template Student can justify the content of his/her Data Collection Plan

Mandatory

2

Student is able to assess the baseline performance based on data analysis

Student has reported the baseline performance, based on measurements and specifications, with the use of descriptive

statistics and graphical analysis

Mandatory 1

Student can evaluate the accuracy and precision of a measurement system

Student has delivered a Measurement System Analysis Student can justify that this measurement system is sufficiently capable to be of use in the project

Mandatory 2

Student is able to set a realistic improvement goal for a process improvement based on the current baseline performance

Student has completed the Goal Statement in the Project Charter Student can substantiate the project goal based on the current baseline performance

Mandatory 2

Student can calculate the Process Capability for a process

Student has calculated a Cpl-value or Sigma level of the current process output

Mandatory 1

Student can determine the potential sources of variation by using, for example, an Ishikawa model (Fishbone)

Student has identified all possible causes of variation with the project team Student has been successful in gathering all possible sources of variation

Mandatory 2

Student can interpret the Pareto analysis to help prioritise the possible causes of variation

Student has demonstrated the use of Pareto analysis to prioritise the possible causes of variation

Mandatory 1

Student is able to set up a Control Plan Student has created a Control Plan in accordance with the template provided Student can explain and justify the contents of his/her Control Plan

Mandatory 2

Student can demonstrate a statistically significant improvement

Student has proven a statistically significant improvement with the help of Hypothesis Testing

Mandatory 1

Student is able to lay out the complete project a final report, including his/her ‘lessons learned’

Student has delivered a comprehensive final project report Student has included his/her reflection in the ‘lessons learned’

Mandatory 2

Assess you own leadership & use this to better yourself

Part of Lessons Learned Mandatory 1

Maximum achievable number of points in the category

Mandatory

29

Student can create a Value Stream Map together with the team

Student has created a Value Stream Map together with a team

Optional 1

The student can determine whether there is sufficient ‘Flow’ in a process and how this compares to similar processes

Student has calculated the Process Cycle Efficiency Student has assessed how this compares to similar processes

Optional 2

Student is able to apply Poke Yoke methods In the Control phase the student has implemented a hardware, software,

procedural or process preventative measure to ensure the process can no longer fail

Optional

1

Student is able to apply the 5S method Student has applied 5S Student has recorded the before vs after situation

Optional 2


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Student is able apply Visual Management Student has recorded the before vs after situation

Optional 1

Student is able to apply SMED methods Student has recorded the before vs after situation

Optional 1

Student is able to introduce Improvement Boards into his/her team

Student has reported the introduction of an Improvement Board

Optional 1

Student is able to apply A3 Management Student has delivered an A3 report Student can explain and justify the content of the A3

Optional 2

Student is able to apply the Root Cause Analysis method

Student has conducted a Root Cause Analysis to uncover the root causes to a process problem

Optional 1

Student is able to successfully lead a team in a Kaizen event and in doing so has improved a process

Student can provide a visual and written report of the results from the Kaizen event

Optional 1

Student is able to populate a Stakeholder Analysis in order to illustrate who has an important stake in the project

Student has reported a Stakeholder Analysis Optional 1

Student has mapped and addressed the project risks

Project risks/constraints understood (and the importance), included in chart and fitting mitigation in Lessons Learned

Optional 1

Student is able to prioritize possible causes of variation based on their contribution

Student has used a tool to achieve the prioritisation the causes, e.g. Affinity diagram, Benefit Effort, CE matrix

Optional 1

Student is able to conduct an FMEA session Student has reported an FMEA in accordance with the standard template provided

Optional 1

Student is able to select and execute the appropriate Hypothesis Test for data analysis of a given data set

Student has selected the appropriate Hypothesis Tests Student can justify his/her reasoning when selecting the Hypothesis Test

Mandatory 2

Student can formulate the appropriate Null Hypothesis and Alternative Hypothesis from a given problem statement

Student has correctly formulated the null hypothesis and the alternative hypothesis Student can explain his/ her reasoning behind this statement

Mandatory 2

Student can deduce whether to accept/reject the Null Hypothesis based on the result provided when conducting a Hypothesis Test

De student has correctly interpreted the outcome of the Hypothesis Test

Optional 1

Student is able to set up and evaluate a small-scale implementation (Pilot) of the

selected Solution within the organisation

Student has piloted (part of) the process solution within the organisation

Student has collected and analysed the pilot results Student has included this in the implementation plan for further roll out

Optional 3

Student is able to apply SPC methods Student has correctly used SPC in his/her Control Plan to monitor the process and, where necessary, provide an Action trigger

Optional 1

Student is able to apply a Gage R&R study to determine the reliability of a Measurement System capability

Student has determined the capability of his/her measurement system through the application of a Gage R&R study

Optional 1

De student is able to use statistical software to set up a DoE

Student has defined an Experimental Design Optional 1

Student is able to use statistical software to analyse a DoE

Student has correctly conducted the experiments, developed a model (with the use of statistical software) and tested its validity in practice

Optional 1

Maximum achievable number of points in the category Optional 29

Minumum number of points to pass the Practical Assignment (Mandatory +Optional)

28 of which 22 Mandatory


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LEAN SIX BLACK BELT Review Term Criteria Need #points

Student is able to apply DMAIC improvement structure

Student has delivered the following (tollgate) reports: - for Define phase - for Measure phase - for Analyse phase - for Improve phase - for Control phase

Mandatory 5

Student is able to determine where the project focus should lie based on the Voice of the Customer

Student has defined the Voice of the Customer in the Project Charter to substantiate the Problem Statement of the

project

Mandatory 1

Student can assemble a project team for a Lean Six Sigma improvement project

Student has assembled the project team. Student has provided the reasoning behind the team members he/she has selected in Lessons Learned

Mandatory 2

Student can populate the Project Charter Student has delivered a project charter in accordance with the template

Mandatory 1

Student can apply the SIPOC method Student has delivered a high-level process description in accordance with the SIPOC template

Mandatory 1

De student can flow down the CTQ to an appropriate measurable Output

Student has defined the CTQ in the Project Charter as a basis for measuring the Problem defined in the improvement project

Mandatory 1

Student understand how to motivate individuals towards a pre-set goal (e.g. Charter + Kick-off meeting) with sponsor and team members

Add pictures to final report which show this has happened, add notes in Lessons Learned concerning the motivation with regards to the reaching the pre-set goal together

Mandatory 1

Student can create and execute a Data Collection Plan

Student has delivered a Data Collection Plan in accordance with the template Student can justify the content of his/her Data Collection Plan

Mandatory 2

Student is able to assess the baseline performance based on data analysis

Student has reported the baseline performance, based on measurements and specifications, with the use of descriptive statistics and graphical analysis

Mandatory 1

Student can evaluate the accuracy and precision of a measurement system

Student has delivered a Measurement System Analysis Student can justify that this measurement system is sufficiently capable to be of use in the project

Mandatory 2

Student is able to set a realistic project improvement goal based on the current baseline performance

Student has completed the Goal Statement in the Project Charter Student can substantiate the project goal based on the current baseline performance

Mandatory 2

Student can calculate the Process Capability for a process

Student has calculated a Cpk-value or Sigma level of the current process output

Mandatory 1

Student can determine the potential sources of variation by using, for example, an Ishikawa model (Fishbone)

Student has identified all possible causes of variation with the project team Student has been successful in gathering all possible sources of variation

Mandatory 2

Student can create and interpret the Pareto analysis to help prioritise the possible causes of variation

Student has demonstrated the use of Pareto analysis to prioritise the possible causes of variation

Mandatory 1

Student is able to select and execute the appropriate Hypothesis Test for data analysis of a given data set

Student has selected the appropriate Hypothesis Tests Student can justify his/her reasoning when selecting the Hypothesis Test

Mandatory 2

Student can formulate the appropriate Null Student has correctly formulated the null Mandatory 2


SCH96

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Hypothesis and Alternative Hypothesis from a given problem statement

hypothesis and the alternative hypothesis Student can explain his/ her reasoning behind this statement

Student can deduce whether to accept/reject the Null Hypothesis based on the result provided when conducting a Hypothesis Test

De student has correctly interpreted the outcome of the Hypothesis Test

Mandatory 1

Student is able to set up a Control Plan Student has created a Control Plan in accordance with the template provided Student can explain and justify the contents of his/her Control Plan

Mandatory 2

Student can demonstrate a statistically significant improvement

Student has proven a statistically significant improvement with the help of Hypothesis Testing

Mandatory 1

Student is able to lay out the complete project a final report, including his/her

‘lessons learned’

Student has delivered a comprehensive final project report

Student has included his/her reflection in the ‘lessons learned’

Mandatory 2

Student has coached its team members bringing an improvement project to a successful end

Add pictures to final report which show this has happened, add notes in Lessons Learned concerning the motivation and coaching of team members

Mandatory 2

Tactful and effective communication with and by the team

Student understands that effective communication with the team is crucial to the success and applies this. This is shown by e.g. business minutes and/or Lessons Learned

Mandatory 1

Student has mapped out and addressed project risk

Project risks/constraints are understood (including the importance of this), it has been included in the charter and suitable mitigation in Lessons Learned

Mandatory 1

Assess you own leadership & use this to better yourself

Part of Lessons Learned Mandatory 1

Maximum achievable number of points in the category Mandatory 38

Student can create a Value Stream Map together with the team

Student has created a Value Stream Map together with a team

Optional 1

De student can determine whether there is sufficient ‘Flow’ in a process and how this compares to similar processes

Student has calculated the Process Cycle Efficiency Student has assessed how this compares to similar processes

Optional 2

Student is able to apply Poka Yoke methods In the Control phase the student has implemented a hardware, software,

procedural or process preventative measure to ensure the process can no longer fail

Optional

1

Student is able to apply the 5S method Student has applied 5S Student has recorded the before vs. after situation

optional 2

Student is able apply Visual Management

Student has recorded the before vs. after situation

Optional 1

Student is able to apply SMED methods Student has recorded the before vs. after situation

Optional 1

Student is able to introduce Improvement Boards into his/her team

Student has reported the introduction of an Improvement Board

Optional 1

Student is able to apply A3 Management Student has delivered an A3 report Student can explain and justify the content of the A3

Optional 2

Student is able to apply the Root Cause

Analysis method

Student has conducted a Root Cause Analysis

to uncover the root causes to a process problem

Optional 1

Student is able to successfully lead a team in a Kaizen event and in doing so has improved a process

Student can provide a visual and written report of the results from the Kaizen event

Optional 1

Student is able to populate a Stakeholder Student has reported a Stakeholder Analysis Optional 1


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Analysis in order to illustrate who has an important stake in the project

Student is able to prioritize possible causes of variation based on their contribution

Student has used a tool to achieve the prioritisation the causes, e.g. Affinity diagram, Benefit Effort, CE matrix

Optional 1

Student is able to conduct an FMEA session Student has reported an FMEA in accordance with the standard template provided

Optional 1

Student is able to set up and evaluate a small-scale implementation (Pilot) of the selected Solution within the organisation

Student has piloted (part of) the process solution within the organisation Student has collected and analysed the pilot results Student has included this in the implementation plan for further roll out

Optional 3

Student is able to apply SPC methods Student has correctly used SPC in his/her Control Plan to monitor the process and,

where necessary, provide an Action trigger

Optional 1

Student is able to apply a Gage R&R study to determine the Measurement System capability

Student has determined the capability of his/her measurement system through the application of a Gage R&R study

Optional 1

The student is able to use statistical software to set up a DoE

Student has defined an Experimental Design Optional 1

Student is able to use statistical software to analyse a DoE

Student has correctly conducted the experiments, developed a model (with the use of statistical software) and tested its validity in practice

Optional 1

Maximum achievable number of points in the category Optional 23

Minumum number of points to pass the Practical Assignment (Mandatory + Optional)

37 of which 26 Mandatory

Documents

SCHEME FOR THE CERTIFICATION OF LEAN SIX SIGMA … · to take into account the ISO 18404 requirements for the LSS professionals to prove their theoretical knowledge, achieving the