DMAIC: Adapting a Six Sigma Method to Program Assessment

1. DMAIC: Adapting a Six Sigma Method to Program Assessment Mary Early, Ph.D. Learning Support Services Arizona State University

2. Six Sigma • Pioneered by Bob Smith at Motorola in 1986 • Metric for measuring defects & improving quality • 6  = a defect rate < 3.4 per million • Customer-focused, fact-based, data-driven, problem-solving methodology

3. Applying DMAIC to Student Affairs • DMAIC, a process developed through Six Sigma, is a cycle of continuous improvement • DMAIC consists of five steps: • Define • Measure • Analyze • Improve • Control

4. Continuous Improvement: DMAIC

5. Applying DMAIC to Student Affairs • Define (set objectives of improvement project): • Develop program- and department-level student learning outcomes • Assess achievement of SLOs • Measure (collect data to establish baseline): • What SLOs are in place now? • Where are SLOs missing? • What assessment strategies are in place?

6. Applying DMAIC to Student Affairs • Analyze (find opportunities to improve the current state): • Brainstorming session • Program outcomes • Data dump

7. Sample Template for Program SLOs Adapted from Gloria Rogers, ABET, Inc.

8. Data Dump Personal reflection Self-awareness Personal responsibility/ accountability Critical thinking Communication skills Culture of classroom Campus resources Interpersonal relationship building Content knowledge Acculturation to the university Self-knowledge Application of skills/strategies Information and technology literacies Engagement/involvement Application of skills and strategies Collaboration Self-management

9. Applying DMAIC to Student Affairs • Improve (develop creative solutions) • Compare and combine data into “envelopes” • LSS developed three envelopes of shared departmental goals: • Academic competencies • Life-skills development • Social competencies

10. Learning Support Services’ SLO Envelopes • Academic Competencies • Content knowledge • Application of skills/strategies • Critical thinking • Information and technology literacies

11. Learning Support Services’ SLO Envelopes • Life-Skills Development • Application of skills and strategies • Critical thinking • Self-awareness/knowledge • Personal reflection/awareness • Personal responsibility/accountability • Self-management

12. Learning Support Services’ SLO Envelopes • Social Competencies • Communication skills • Acculturation to ASU • Culture of classroom • Campus resources • Interpersonal relationship building • Engagement/involvement • Collaboration

13. Working Documents • Three files serve as the SLO envelopes on our department’s shared drive • Each program coordinator contributed learning outcome statements and measures/assessments to pertinent files (academic, life-skills, and social competencies)

14. SLO Example • Academic competencies example for peer mentoring: • Statement: Students will learn concepts related to leadership, peer education and mentoring, communication, group dynamics, and diversity, as well as familiarizing themselves with campus programs and services that support academic and co-curricular student success. • Measures: Student self-reflection through journals and classroom discussion, instructor observation, course grades, pre- and post-surveys, mentee and coordinator evaluations.

15. Applying DMAIC to Student Affairs • Control (maintain improvements) • Administer evaluations • Assess success • Commit to modifying SLOs next year

16. Questions? • Presentation materials will be available through the NASPA website (www.naspa.org) • ASU’s Continuous Improvement website: www.west.asu.edu/tqteam • Contact information: Mary Early, Ph.D. Learning Support Services Arizona State University mary.early@asu.edu (480) 965-5261 www.asu.edu/lrc