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Six Sigma Green Belt

55 Course Videos
20. 26 Hours
59 Test Questions

Closed Caption

Certificate

Dedicated Tutors

Six Sigma Green Belt

Course Highlights

Closed Caption

Certificate

Dedicated Tutors

20. 26 Hours
55 Course Videos

Six Sigma Green Belt

Course Description

20. 26 Hours

55 Course Videos

To become a Six Sigma Green Belt, you must learn that a process is a means of creating and delivering products and services needed by customers. According to Takashi Osada, Japanese author and quality pioneer, “if the process is right, the results will take care of themselves.” By Six Sigma standards, a “right process” is one that creates and delivers precisely what the customer needs. By this logic, no Six Sigma effort can start without having a high-level picture of an organization’s customers and other stakeholders, their needs, and the business processes meant to fulfill those needs.

Six Sigma Green Belts are the employees who take up Six Sigma implementation along with their other job responsibilities, operating under the guidance of Black Belts. A student who has mastered the principles of Six Sigma Green Belt can move up with our Six Sigma Black Belt course.

Certified Lean Six Sigma Green Belts are trained problem-solvers who dedicate 20% of their time to leading improvement projects and implementing impactful changes.

What will you learn?

This course includes 21 hours of training and 55 course videos.

In this course, students will examine how to analyze process components and stakeholders in an organization. They will also learn about concepts and tools for collecting and analyzing customer information and feedback.

Students will learn how to become proficient in all the analytical tools necessary to define, measure, analyze, improve, and control Six Sigma improvement projects. They will learn team leadership and project management skills.

Throughout the course, students will learn the skills and knowledge necessary to identify, develop and lead Lean Six Sigma projects using the DMAIC problem-solving methodology.

Course Syllabus

Green Belt – Module 1: Six Sigma And The Organization

  1. Introduction
  2. Six Sigma And The Organization Goals-Part1
  3. Six Sigma And The Organization Goals-Part2
  4. Lean Principles In The Organization
  5. Design For Six Sigma

Green Belt – Module 2: Define Phase­Project Identification

  1. Define Phase-Project Identification-Part 1
  2. Define Phase-Project Identification-Part 2
  3. Define Phase-Project Identification-Part 3

Green Belt – Module 3: Define Phase­Voice Of The Customer

  1. Define Phase-Voice Of The Customer-Part 1
  2. Define Phase-Voice Of The Customer-Part 2

Green Belt – Module 4: Define Phase­ Project Management Basics on Six Sigma Green Belt

  1. Define Phase-Project Management Basics-Part 1
  2. Define Phase-Project Management Basics-Part 2

Green Belt – Module 5: Define Phase­Management And Planning Tools

  1. Define Phase-Management And Planning Tools-Part 1
  2. Define Phase-Management And Planning Tools-Part 2

Green Belt – Module 6: Define Phase­Business Results For Projects

  1. Define Phase-Business Results For Projects-Part 1
  2. Define Phase-Business Results For Projects-Part 2

Green Belt – Module 7: Define Phase­Team Dynamics And Define Phase Summary Review Questions

  1. Define Phase-Team Dynamics And Review Questions
  2. Define Phase-Summary And Review Questions

Green Belt – Module 8: Measure Phase­Process Analysis And Documentation

  1. Measure Phase-Process Analysis And Documentation

Green Belt – Module 9: Measure Phase­Probability And Statistics

  1. Measure Phase-Probability And Statistics

Green Belt – Module 10: Measure Phase­Statistical Distributions

  1. Measure Phase-Statistical Distributions

Green Belt – Module 11: Measure Phase­Collecting And Summarizing Data

  1. Measure Phase-Collecting And Summarizing Data-Part 1
  2. Measure Phase-Collecting And Summarizing Data-Part 2

Green Belt – Module 12: Measure Phase­Measurements System Analysis (MSA)

  1. Measure Phase-Measurements System Analysis(MSA)

Green Belt – Module 13: Measure Phase­Process And Performance Capability And Measure Phase Summary And Review

  1. Measure Phase-Process And Performance Capability And Measure Phase Summary And Review

Green Belt – Module 14: Analyze Phase­Exploratory Data Analysis And Hypothesis Testing

  1. Analyze Phase-Exploratory Data Analysis And Hypothesis Testing-Part1
  2. Analyze Phase-Exploratory Data Analysis And Hypothesis Testing-Part2
  3. Analyze Phase-Exploratory Data Analysis And Hypothesis Testing-Part3

Green Belt – Module 15: Analyze Phase ­ Process Drivers

  1. Analyze Phase-Process Drivers-Part 1
  2. Analyze Phase-Process Drivers-Part 2
  3. Analyze Phase-Process Drivers-Part 3
  4. Analyze Phase-Process Drivers-Part 4
  5. Analyze Phase-Process Drivers-Part 5

Green Belt – Module 16: Improve Phase­Design Of Experiment (DOE)

  1. Improve Phase-Design Of Experiment(DOE)-Part 1
  2. Improve Phase-Design Of Experiment(DOE)-Part 2

Green Belt – Module 17: Improve Phase­Root Cause Analysis

  1. Improve Phase-Root Cause Analysis-Part 1
  2. Improve Phase-Root Cause Analysis-Part 2
  3. Improve Phase-Root Cause Analysis-Demo

Green Belt – Module 18: Improve Phase­Lean Tools

  1. Improve Phase-Lean Tools-Part 1
  2. Improve Phase-Lean Tools-Part 2
  3. Improve Phase-Lean Tools-Part 3
  4. Improve Phase-Lean Tools-Part 4

Green Belt – Module 19: Control Phase­ Statistical Process Control

  1. Control Phase-Statistical Process Control

Green Belt – Module 20: Control Phase­Lean Tools For Process Control

  1. Control Phase-Lean Tools For Process Control-Part 1
  2. Control Phase-Lean Tools For Process Control-Part 2
  3. Control Phase-Lean Tools For Process Control-Part 3

Green Belt – Module 21: Review Exam­Prep And Key Concepts

  1. Exam Review And Key Concepts-Part 1
  2. Exam Review And Key Concepts-Part 2
  3. Exam Review And Key Concepts-Part 3
  4. Exam Review And Key Concepts-Part 4
  5. Exam Review And Key Concepts-Part 5
  6. Exam Review And Key Concepts-Part 6
  7. Exam Review And Key Concepts-Part 7
  8. Exam Review-Flash Cards
  9. Conclusion

Course Highlights

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Frequently Asked Questions

Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.

Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.

All new learning innovations are met with some degree of scrutiny, but skepticism subsides as methods become more mainstream. Such is the case for online learning. Studies indicate employers who are familiar with online degrees tend to view them more favorably, and more employers are acquainted with them than ever before. The majority of colleges now offer online degrees, including most public, not-for-profit, and Ivy League universities. Online learning is also increasingly prevalent in the workplace as more companies invest in web-based employee training and development programs.

The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.

Choosing the right course takes time and careful research no matter how one intends to study. Learning styles, goals, and programs always vary, but students considering online courses must consider technical skills, ability to self-motivate, and other factors specific to the medium. Online course demos and trials can also be helpful.
Our platform is typically designed to be as user-friendly as possible: intuitive controls, clear instructions, and tutorials guide students through new tasks. However, students still need basic computer skills to access and navigate these programs. These skills include: using a keyboard and a mouse; running computer programs; using the Internet; sending and receiving email; using word processing programs; and using forums and other collaborative tools. Most online programs publish such requirements on their websites. If not, an admissions adviser can help.

Frequently Asked Questions

Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.

Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.

All new learning innovations are met with some degree of scrutiny, but skepticism subsides as methods become more mainstream. Such is the case for online learning. Studies indicate employers who are familiar with online degrees tend to view them more favorably, and more employers are acquainted with them than ever before. The majority of colleges now offer online degrees, including most public, not-for-profit, and Ivy League universities. Online learning is also increasingly prevalent in the workplace as more companies invest in web-based employee training and development programs.

The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.

Choosing the right course takes time and careful research no matter how one intends to study. Learning styles, goals, and programs always vary, but students considering online courses must consider technical skills, ability to self-motivate, and other factors specific to the medium. Online course demos and trials can also be helpful.
Our platform is typically designed to be as user-friendly as possible: intuitive controls, clear instructions, and tutorials guide students through new tasks. However, students still need basic computer skills to access and navigate these programs. These skills include: using a keyboard and a mouse; running computer programs; using the Internet; sending and receiving email; using word processing programs; and using forums and other collaborative tools. Most online programs publish such requirements on their websites. If not, an admissions adviser can help.

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Description

To become a Six Sigma Green Belt, you must learn that a process is a means of creating and delivering products and services needed by customers. According to Takashi Osada, Japanese author and quality pioneer, “if the process is right, the results will take care of themselves.” By Six Sigma standards, a “right process” is one that creates and delivers precisely what the customer needs. By this logic, no Six Sigma effort can start without having a high-level picture of an organization’s customers and other stakeholders, their needs, and the business processes meant to fulfill those needs.

Six Sigma Green Belts are the employees who take up Six Sigma implementation along with their other job responsibilities, operating under the guidance of Black Belts. A student who has mastered the principles of Six Sigma Green Belt can move up with our Six Sigma Black Belt course.

Certified Lean Six Sigma Green Belts are trained problem-solvers who dedicate 20% of their time to leading improvement projects and implementing impactful changes.

What will you learn?

This course includes 21 hours of training and 55 course videos.

In this course, students will examine how to analyze process components and stakeholders in an organization. They will also learn about concepts and tools for collecting and analyzing customer information and feedback.

Students will learn how to become proficient in all the analytical tools necessary to define, measure, analyze, improve, and control Six Sigma improvement projects. They will learn team leadership and project management skills.

Throughout the course, students will learn the skills and knowledge necessary to identify, develop and lead Lean Six Sigma projects using the DMAIC problem-solving methodology.

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