Lean Six Sigma education in manufacturing companies: the case of transitioning markets

Abstract

Purpose In the global economy, managers are constantly innovating with their use of available Lean Six Sigma (LSS) tools. Some factors, such as training and the right educational goals, have gained strong global acceptance. The purpose of this paper is to focus on contributions to organizational factors that predict organizations usage of LSS management tools to investigate expectations of project managers prior to LSS education and the extent of fulfilment of those expectations following LSS education in Slovenia, an East European country. Design/methodology/approach This research provides an empirical analysis of LSS as a learning structure and the characteristics of LSS project managers, followed by the results of an analysis of LSS usage in manufacturing companies in Slovenia following comparative surveys carried out in 2008 and 2013. Findings The top four essential characteristics for LSS organizations in 2013 include: being an innovative LSS project manager; being an effective communicator; having networking ability; and being a positive thinker. Results from 2008 to 2013 have shown differences in the stages of LSS implementation in Slovenia in these years. Differences were also seen in the level of participants’ LSS training in the studies performed. Originality/value This paper presents the first ever comparison study regarding the status of LSS education in transition countries, such as in Slovenian manufacturing companies. The study shows the expectations of participants before LSS education and their fulfilment following it. The research is original in many aspects: it includes aspects of external and internal LSS training in companies, it focusses on the manufacturing companies in the transition country of Slovenia and it provides a comparison of results in 2008 and in 2013 and an overview of the progress of LSS education. The paper will be of great value to academics, consultants, researchers, practitioners of LSS, current and future management and owners of companies in Slovenia and other similar East European transition countries. The findings will be useful in business practice for understanding the influences of education and training factors on LSS management tool usage.

Mediating Role of the Six Sigma Implementation Strategy and Investment in Human Resources in Economic Success and Sustainability

“…In this vein, Coleman [76] suggests that the support of experts in statistics is necessary in the initial stages of implementation. The results of this research are consistent with those of Kavčič and Gošnik [48], who consider that education is the basis for SS and many other production philosophies.…”

“…As suggested by Kavčič and Gošnik [48], education and knowledge transfer generated during the various SS projects is what makes companies grow, and companies should therefore endeavour to preserve and share it. Moreover, in specific terms, investments made in education and training have been identified as critical success factors in various contexts, including industry in Brazil by Ribeiro de Jesus, Antony, Lepikson and Peixoto [23], in Malaysia by Habidin and Yusof [21] and in Italy by Brun [19], as well as in literature review [58], and it should not, therefore, be a factor neglected by managers, but should be properly integrated into the SS Implementation strategy.…”

“…Considering that SS is a philosophy, it corresponds that investments should be made in the education of human resources, since it is they who are responsible for implementing the projects [48]. Two types of investment are associated with human resources: those involving educational processes, during which statistical techniques are taught, and systems for rewarding a job well done.…”

Role of Human Knowledge and Communication on Operational Benefits Gained from Six Sigma

“…This means that Didactic material (DMs) greatly vary across organizations [33], yet all of them must aim at helping workers better understand the SS methodology. Likewise, all education and training resources must address both theoretical and practical aspects to allow employees to present some of the company's success stories.…”

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“…We can define the business process as a comprehensive and dynamic coordinated set of connected activities, from purchasing to the sales, which are intended for the appropriate supply of customers and enable the business performance of a company in a particular management 14 (1): 59-86 economic environment (Jeston and Nelis 2014, 4;Trkman et al 2015, 125;Shulte et al 2015, 36;Janeš, Biloslavo, and Faganel 2017, 175;Janeš, Kadoić, and Begičević Redep 2018, 193;Bertoncel, Erenda and Meško 2018, 805;Novak and Janeš 2019, 780). Various authors have noted that managing business processes is crucial for the successful development of companies (Gošnik, Beker, and Kavčič, 2014;Kavčič, Rečnik-Krajnc, and Gošnik, 2014;Hernaus, Bosilj Vukšić, and Indihar Štemberger 2016;Kavčič and Gošnik 2016;Gošnik et al 2016;Stojanović et al 2017;Novak and Janeš 2019). The performance of the company, as well as its continued growth and existence, depend on the effectiveness of business processes (Indihar Štemberger et al 2018, 425;Zelt, Schmiedel, and Vom Brocke 2018, 67).…”