{"id":13697,"date":"2025-06-18T10:22:36","date_gmt":"2025-06-18T09:22:36","guid":{"rendered":"https:\/\/www.theleansixsigmacompany.com\/tlssc-preview3\/?p=13697"},"modified":"2026-02-16T13:14:58","modified_gmt":"2026-02-16T12:14:58","slug":"how-one-trainer-achieved-a-student-project-success-rate-of-78-and-an-roi-of-700","status":"publish","type":"post","link":"https:\/\/www.theleansixsigmacompany.com\/uk\/library\/how-one-trainer-achieved-a-student-project-success-rate-of-78-and-an-roi-of-700\/","title":{"rendered":"How one trainer achieved a student project success rate of 78% and an ROI of 700%"},"content":{"rendered":"
After some two decades of training people in Lean Six Sigma, we have concluded that one issue hinders nearly everyone we train. Regardless of who is in front of the class, or who populates the classroom, getting students to apply a set of newly-acquired skills during their first project is a universal challenge. It is the transition from \u2018learning\u2019 to \u2018doing\u2019 that leaves many participants struggling to achieve results right when they are most important.<\/p>\n
John Bruns, Master Black Belt Trainer at The Lean Six Sigma Company,<\/a> noticed this issue and decided to try a different approach. He adopted a more personalized way of coaching which significantly improved the success rate of first-time projects, and now also helps other trainees to put theory into practice.<\/p>\n In general, training providers decide on their own training agenda. At The Lean Six Sigma Company, Green Belt trainees attend six tutor-led days. During these days, all the tools and methods relevant to a Green Belt<\/a> are explained and discussed.<\/p>\n Once this part of the program is over and the theoretical exam has been passed, it is up to the participants to proactively apply what they have learned. The issue with this approach is that this makes projects feel like extra-curricular work for a training that has already been completed. The classroom days are over, people return to their regular schedules, hang the theory certificate on the wall, and call it a day.<\/p>\n Where the training provided a clear agenda and path forward, the project signals a full 180 and lay the responsibility for planning etc. squarely with the participant. This is when roadblocks such as time constraints, competing priorities, and distance start to weaken the motivation and energy for the project. What should have been an interesting learning experience begins to turn into a planning headache. Even if they managed such a feat, they would often have to work alone on their project and only receive feedback during scheduled sessions. To make matters worse, these issues also send out a clear signal, making it very difficult to inspire commitment in others involved with the project.<\/p>\n To address these issues specifically, John<\/a> revamped a part of the training agenda. Instead of the usual six days of training and the project being worked on afterwards, John decided to create a more extensive ten-day program, which adds four mandatory classroom days that have a single objective: working on your project. By making these project days an integral part of the training, and something to be communicated beforehand, it is easier for participants to reserve the necessary time. After all, it is part of the actual program now and justifiable as such with a manager or team lead. This way, trainees no longer need to scrounge for \u2018extra\u2019 project time after their training.<\/p>\n In practice, John kicks off his trainings with three days of theory discussions just like before. However, these days are now instantly followed up by a fourth classroom day during which trainees focus on taking the first project steps. As these steps are also considered the most difficult for beginners, the extra help is always welcomed.<\/p>\n Having everyone in the same space also means they can share challenges, solutions, and ideas. Seeing others face the same challenges creates a supportive environment; if one trainee is stuck on a project phase (something that\u2019s common for the Define and Measure phases), others can pitch in with their insights, making it easier to overcome obstacles. As an added benefit, this also helps the trainer by organically delegating some of the coaching work onto students rather than placing it squarely on the shoulders of the coach.<\/p>\n \u201cIt wasn\u2019t just the trainees who found this new setup more enjoyable, for me as a trainer it was also much more satisfying and fun to work on projects; I could actually see people progress as opposed to hearing about it afterwards in an email\u201d<\/strong><\/em><\/p><\/blockquote>\n John\u2019s method also provides a constant and immediate stream of feedback for each participant; he\u2019s there, in class, all day long. During these practical sessions, he’s ready to help and answer questions without delay. This immediate support means trainees can tackle problems as they come up, keeping the momentum going. For example, if a trainee is not sure how to fill out a project charter, John can now step in and provide guidance right away. This is essential in his eyes, as a good first experience with a project strongly affects how participants view and approach future projects.<\/p>\nOut of sight, out of mind<\/strong><\/h2>\n
Blending theory and practice<\/strong><\/h2>\n
Real-time feedback<\/strong><\/h2>\n
Peer learning, peer pressure<\/strong><\/h2>\n