| Selecting the most appropriate Six Sigma Black Belt | | | | opting for a project having multiple objectives, which is |
| project is the most common problem faced by | | | | often not achievable within the stipulated timeframe. |
| students who enroll themselves in a Six Sigma training | | | | Even after giving it their best shot, most of these |
| course. The project is necessary as it helps students | | | | students are often unable to make progress in their |
| learn the practical aspects of Six Sigma | | | | quality improvement projects. The only option left for |
| implementation programs. The project is conducted | | | | these students is to either reduce the scope of their |
| either before the commencement of the training | | | | project objectives or opt for a completely new project, |
| program or during the first week. | | | | which will mean more hard work and time. In most |
| Identifying A Problem | | | | cases, these students opt for the first alternative in |
| Before starting a project, students first need to identify | | | | order to allot adequate time to theoretical training as |
| a problem, similar to real life implementation problems | | | | well. |
| faced by business organizations. The problem that is | | | | No doubt, there are students who have completed |
| identified and its possible solutions form the base of | | | | even the most complex projects, but going by |
| the project. For ensuring the successful completion of | | | | statistics, the number of failed attempts is a lot higher |
| the project, students need to select a problem about | | | | than the number of successful attempts. Students |
| which they have a basic level of understanding. | | | | who are not sure of their abilities should not try to |
| Selecting a complex problem based on a case study | | | | achieve everything at the first go. Instead, they should |
| published in a management journal is not | | | | try to concentrate more on learning the basics involved |
| recommended, as the project requires students to | | | | in Six Sigma programs. There will be plenty of time in |
| practically solve a given problem. | | | | their professional career for solving the most complex |
| The information given in the management journal will | | | | of Six Sigma implementation problems in an |
| only help students in preparing the project report and | | | | organization. |
| not in evolving practical solutions to the problem, which | | | | During the course of the project, the primary objective |
| students will have to do on their own. The main reason | | | | of students should be to develop insights, which will |
| why use of case studies are not recommended is that | | | | help them a lot when they become true professional |
| the resources that might have been used in solving the | | | | after the completion of the training program. |
| real life problem may not be the same as provided by | | | | Concentrating their efforts just on achieving the |
| the organization where students are receiving their | | | | objectives may not help them, as by doing so, they are |
| training. Training instructors also encourage students to | | | | most likely to miss the basics of Six Sigma. The scope |
| opt for a project that is relevant to their domain or | | | | of objectives in a Six Sigma Black Belt project does |
| qualifications. | | | | not matter as long as students are able to develop a |
| Select Manageable Projects | | | | thorough understanding of their individual projects and |
| Every Six Sigma Black Belt project needs to have a | | | | are able to assess the impact it will have on the quality |
| defined objective. Many students make the mistake of | | | | of the outcome. |