DMAIC: Adapting a Six
Sigma Method to Program
Assessment
Mary Early, Ph.D.
Learning Support Services
Arizona State University
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, datadriven, problem-solving methodology

Learning Support Services, Arizona State University, 2007
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
Learning Support Services, Arizona State University, 2007
Continuous Improvement:
DMAIC
DEFINE
CONTROL
MEASURE
IMPROVE
ANALYZE
Learning Support Services, Arizona State University, 2007
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?
Learning Support Services, Arizona State University, 2007
Applying DMAIC to Student Affairs

Analyze (find opportunities to improve the
current state):
– Brainstorming session
– Program outcomes
– Data dump
Learning Support Services, Arizona State University, 2007
Sample Template for Program SLOs
Program: Tutoring
Learning
Outcome
Assessment Time(s) of
Method(s)
Assessment
Collection Agent
Application of
concept
Tutor
observation
During tutoring
session
Tutor notes
Acquisition of
learning skills
Tutee
evaluations
Midterm and
Evaluation
end of semester forms
Improved
grades
Compare grades After grades are
of tutored/nonposted
tutored members
of classes
Data
WareHouse
Adapted from Gloria Rogers, ABET, Inc.
Learning Support Services, Arizona State University, 2007
Data Dump
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
Personal reflection
Self-awareness
Personal responsibility/
accountability
Critical thinking
Communication skills
Culture of classroom
Campus resources
Interpersonal relationship
building
Learning Support Services, Arizona State University, 2007
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
Learning Support Services, Arizona State University, 2007
Learning Support Services’ SLO
Envelopes

Academic Competencies
– Content knowledge
– Application of skills/strategies
– Critical thinking
– Information and technology literacies
Learning Support Services, Arizona State University, 2007
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
Learning Support Services, Arizona State University, 2007
Learning Support Services’ SLO
Envelopes

Social Competencies
– Communication skills
– Acculturation to ASU
– Culture of classroom
– Campus resources
– Interpersonal relationship building
– Engagement/involvement
– Collaboration
Learning Support Services, Arizona State University, 2007
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)

Learning Support Services, Arizona State University, 2007
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.
Learning Support Services, Arizona State University, 2007
Applying DMAIC to Student Affairs

Control (maintain improvements)
– Administer evaluations
– Assess success
– Commit to modifying SLOs next year
Learning Support Services, Arizona State University, 2007
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
Learning Support Services, Arizona State University, 2007