Discrete and Continuous Data – Recognizing the Difference

The choice of which statistical test to use is often determined in part by whether the data is continuous or discrete.  Our Green Belt course includes an exercise where students are asked to convert continuous data into discrete categories.  For example, time to complete a transaction is continuous data.  Discrete categories for delivering a package […] read more

On September 7th, 2019, posted in: Project Management by Tags: , ,

Listening vs. Doing: The Problem with Subject-Centered Training

People learn better by doing than by listening, and they learn better when they are held accountable to immediately use what they have learned. To illustrate this point in the classroom I discuss pilot training (I am an instrument rated private pilot).  I have a book that I take to the classroom which is the […] read more

On June 15th, 2019, posted in: Project Management by

Issues When Selecting a Sample from a Population

In our Yellow Belt course, students discuss a situation where improper selection of a sample from a larger population resulted in problems with the data that was collected, and how these problems might have been prevented.  Students often misunderstand the issues involved in randomly selecting a sample that is representative of a population.  Here is […] read more

On June 2nd, 2019, posted in: Project Management by

Who is the Customer in a Non-Profit Organization?

Our Yellow Belt course includes an assignment that challenges students to think about improving the processes that serve their customers.  One of my Yellow Belt students works for a non-profit foundation that raises funds that are used for providing scholarships to students and grants to educators.  She recently submitted the following statement: “My organization’s customers […] read more

On May 5th, 2019, posted in: Project Management by Tags: , ,