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5 CONCLUSIONS
Role plays are a recognized methodology to support
methodological and strategic learning. Hence, they
are well-suited for trainings focused on Six Sigma
and the application of its tools. Since role plays also
encompass social and communicative learning as
well as affective learning, they also foster
involvement and motivation of employees
participating in trainings.
As shown in section 4, software can support and
enhance employee training. However, it might not
be useful to replace the paper-based simulation in
every case. For the purpose of teaching Six Sigma
tools and a general understanding of business
process management, use of the paper-based
simulation is strongly recommended before moving
on to the computer-based simulation. Participants
are usually impressed how powerful simple tools
and changes made to the process can be even
without using information technology. The
subsequent facilitation of the software entrenches
this experience. If the purpose of the training is to
show the value of automation through a WfMS, the
software can replace phase III of the original
simulation. After the analysis of the process
experienced in phase I, participants can directly
move on to simulate the computer-supported loan
application process.
Thanks to its structure, the simulation KreditSim
can be used to target management and staff members
alike. For a successful implementation of Six Sigma
it is indispensable to gain both management’s
support and employees’ commitment. Usually, the
former is easier to achieve than the latter. Most staff
members overcome an early scepticism and feel
enthusiastic about the improvements in time, costs
and quality of the optimized process. However,
some are afraid of falling victim of another cost
cutting initiative. They are anxious of loosing their
job once the process is optimized. Both the original
paper-based simulation and the computer-based
simulation tackle this problem in prohibiting any
layoffs so that all participants have a (new) role in
the improved process. Still, using the software
makes the abundance of certain activities (e.g.
interoffice manager, controller) even more visible.
Therefore, the trainer should be well-prepared to
argue that process improvement does not lead to
layoffs. A failure to convey this message convin-
cingly could lead to a loss of employees’ support
and commitment to a Six Sigma project or a process
improvement initiative in general.
The case of KreditSim shows that software can
complement existing non-electronic training
instruments such as paper-based role plays. Thus, it
can support already pursued educational goals (like
teaching Six Sigma tools) and add other aspects (like
introducing WfMS). Alternatively, it can replace
parts of the training and thus shift the focus from the
former to the latter. Depending on the intention of a
training, the moderator can deliberately choose how
to utilise the software. If the software is used for a
third run of the simulation it can be presented as an
independent alternative to the previously simulated
runs. If the training covers more than one day the
moderator could incorporate the participants’ ideas
from day one into the workflow and thus build the
third (computer-based) run of the simulation on the
findings of the first day’s improvement phase.
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