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Exam Number : CLSSMBB
Exam Name : Lean Six Sigma Master Black Belt
Vendor Name : GAQM
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CLSSMBB Exam Format | CLSSMBB Course Contents | CLSSMBB Course Outline | CLSSMBB Exam Syllabus | CLSSMBB Exam Objectives

Exam Code : CLSSMBB

Exam Name : Lean Six Sigma Master Black Belt

The ASQ Master Black Belt (MBB) certification is a mark of career excellence and aimed at individuals who possess exceptional expertise and knowledge of current industry practice. Master black belts have outstanding leadership ability, are innovative, and demonstrate a strong commitment to the practice and advancement of quality and improvement. Obtaining an ASQ MBB is acceptance and recognition from your peers.

The target audience for the ASQ MBB certification are candidates who are or have been employed as MBBs within their organization, or well qualified certified Six Sigma Black Belts (CSSBB) who have substantial experience in each of the major topic areas within the portfolio.

To become certified as an ASQ MBB, a candidate must successfully meet all requirements. To be eligible to apply for the MBB examination, a candidate must hold a current ASQ Six Sigma Black Belt certification (CSSBB) and pass the MBB portfolio review process. Within the portfolio, a candidate must have one of the following experience levels:

1) At least 5 years of experience in the role of a SSBB or MBB.


2) Completion of 10 Six Sigma Black Belt projects.

Candidates must be able to meet these minimum eligibility requirements in order to have their portfolio reviewed

The Certified Master Black Belt (CMBB) is aimed at individuals who possess exceptional expertise and knowledge of current industry practice. Master Black Belts have outstanding leadership ability, are innovative, and demonstrate a strong commitment to the practice and advancement of quality and improvement. Obtaining an ASQ Master Black Belt is acceptance and recognition from your peers.

The Master Black Belt certification is an exam that consist of 110 multiple choice items and a performance-based exam that measures comprehension of the MBB Body of Knowledge. 100 of the multiple-choice questions are scored and 10 are unscored. The performance-based portion of the exam includes situation specific materials that candidates will be directed to evaluate and respond to. It is offered in English. Total
appointment time is five-and-a-half hours, exam time is 5 hours and 18 minutes.The second portion is a performance-based exam that measures comprehension of the CMBB Body of Knowledge. It includes situation-specific materials that candidates will be directed to evaluate and respond to. This portion is two-and-a-half hours long and is also an open book format.

Topics in this body of knowledge (BoK) include descriptive details (subtext) that will be used by the Exam Development Committee as guidelines for writing test questions. This subtext is also designed to help candidates prepare for the exam by identifying specific content within each topic that may be tested. The subtext is not intended to limit the subject matter or be all-inclusive of what might be covered in an exam but is intended to clarify how the topics relate to a Master Black Belts role. The descriptor in parentheses at the end of each entry refers to the maximum cognitive level at which the topic will be tested. A complete description of cognitive levels is provided at the end of this document.

I. Enterprise-wide Planning (20 Questions)A. Strategic Plan Development Describe and use strategic planning tools and methods such as Hoshin Kanri, X Matrix, SWOT, PEST, PESTLE, Ansoff Matrix, Porters Five Forces, TQM, Business Process Reengineering, Balanced Scorecard, and business excellence models (Baldridge, EFQM, ISO, Shingo) and their utilization in developing enterprise planning. (Apply)B. Strategic Plan Alignment1. Strategic deployment goals Describe how to develop strategic deployment goals. (Apply)2. Project alignment with strategic planDescribe how to align projects to the organizational strategic plan. (Analyze)3. Project alignment with business objectives Describe how to align projects with business objectives. (Analyze)C. Infrastructure Elements of Improvement Systems Describe how to apply the following key infrastructure elements. (Apply)1. Governance (quality councils or process leadership teams)2. Assessment (organizational readiness and maturity models)3. Resource planning (identify candidates and costs/benefits)4. Resource development (train and coach)5. Execution (deliver on project results)6. Measure and improve the system (drive improvement into the systems, multiphase planning)D. Improvement Methodologies Demonstrate an advanced understanding of the following methodologies, including their associated tools and techniques. (Apply)1. Six Sigma (DMAIC)2. Design for Six Sigma (DMADV)3. Lean (PDCA, Kaizen)4. Theory of constraints

5. Business systems and process management 6. Other problem-solving methods (8 disciplines, root cause analysis)E. Opportunities for Improvement1. Project identification Facilitate working sessions to identify new project opportunities that can be prioritized. (Apply)2. Project qualification Determine the elements of a well-defined project (e.g., business case, charter), the process for approving these projects, and tools used in project definition (process maps, value stream maps, QFD, FMEA, critical-to-x where x can be customer, design, cost, and quality). (Apply)3. Stakeholder managementDescribe how to identify, engage, and strategically align stakeholders. (Analyze)4. Intervention techniques Describe techniques for intervening across levels to prevent potential project failures. (Apply)5. Creativity and innovation tools Use creativity and innovation tools to develop concept alternatives (divergent thinking). (Apply)F. Pipeline Management1. Pipeline creationCreate, manage, and prioritize a pipeline of potential projects for consideration. (Create)2. Pipeline life-cycle managementCreate a selection process that provides a portfolio of active improvement opportunities that are clearly aligned and prioritized to meet/exceed strategic goals. Monitor, re-evaluate, consolidate, and retire pipelines as needed. (Create)3. Regulatory impact on pipelineAssess the impact of regulatory statutes on prioritization/management of pipeline of potential projects. (Understand)4. Pipeline risk managementUse risk management and analysis tools to analyze organizational elements, to appraise portfolios and critical projects, and to identify potential problem areas. (Evaluate)

8Certified Master Black BeltII. Organizational Competencies for Deployment (20 questions)A. Organizational Design 1. Systems thinkingApply systems thinking to anticipate the effect that components of a system can have on other subsystems and adjacent systems including emergent properties. Analyze the impact of actions taken in one area of the organization and how those actions can affect other areas or the customer, and use appropriate tools to prevent unintended consequences. (Analyze)2. Organizational culture and maturityDescribe the implications organizational culture and maturity levels can have on improvement program implementation, including potential barriers. (Analyze)B. Executive and Team Leadership Roles1. Executive leadership rolesDescribe the roles and responsibilities of executive leaders in the deployment of improvement programs in terms of providing resources, managing change, and communicating ideas. (Analyze)2. Leadership for deploymentCreate action plans to support optimal functioning of Master Black Belts, Black Belts, Green Belts, champions, and other participants in the deployment effort. Design, coordinate, and participate in deployment activities, and ensure that project leaders and teams have the required knowledge, skills, abilities, and attitudes to support the organizations improvement program. (Create)C. Organizational Challenges1. Organizational dynamicsUse knowledge of human and organizational dynamics to enhance project success and align cultural objectives with organizational objectives. (Apply)2. Intervention stylesUse appropriate intervention, communications, and influence styles, and adapt those styles to specific situations (i.e., situational leadership). (Apply)3. Interdepartmental conflictsAddress and resolve potential situations that could cause the program or a project to under-perform. (Apply)D. Organizational Change Management1. Change management modelsDescribe different change management models (Kotters 8 Steps, ADKAR, Competing Values Framework). (Apply)2. Techniques to gain commitmentDescribe how to gain commitment from the organizations leadership for the improvement effort. (Understand) 3. Techniques to overcome organizational barriersDescribe various techniques to overcome barriers to successful organizational deployment. (Apply)4. Necessary organizational structure for deploymentDevelop the inherent organ-izational structure needed for successful deployment. (Apply)5. Communications with managementDescribe elements of effective communications with management regarding organizational benefits, failures, and lessons learned. (Apply)6. Organizational culture change techniquesAssess culture of the organization and its ability to problem-solve and improve. Describe techniques for changing an organizational culture, such as rewards and recognition, team competitiveness, communications of program successes, and appropriate cascading of goals throughout the organization. (Apply)

9Certified Master Black BeltE. Organizational Feedback 1. Voice of the customer and voice of the processAssess the appropriate collection of Voice of the Customer and Voice of the Process data, both internal and external. (Evaluate)2. Capturing and assessing feedbackDevelop a customer-focused strategy for capturing and assessing customer feedback on a regular basis. (Evaluate)F. Organizational Performance Metrics1. Financial measuresDefine and use financial measures, including revenue growth, market share, margin, cost of quality (COQ), net present value (NPV), return on investment (ROI), cost-benefit analysis, direct costs, indirect costs and opportunity cost, project cash flow, and breakeven time performance. (Analyze)2. Business performance measuresDescribe various business performance measures, including Balanced Scorecard, key performance indicators (KPIs), and the financial impact of customer loyalty, and describe how they are used for project selection, deployment, and management. (Analyze)III. Project Portfolio Management (15 questions)A. Project Management Principles and Life Cycle1. Project management principlesOversee critical projects and evaluate them in terms of their scope, goals, time, cost, quality, human resources requirements, communications needs, and risks. (Evaluate)2. Project management life-cycle elementsApply phases of project manage-ment life cycle (initiation, planning, execution, control, and closure). (Analyze)B. Project Portfolio Infrastructure and Management 1. Governance methods and toolsDevelop governance documents, tracking tools, and other methodologies that will support project success. (Create)2. Cross-functional project examAppraise interrelated projects for scope overlap and refinement, and identify opportunities for leveraging concomitant projects. Identify and participate in the implementation of multidisciplinary redesign and improvement projects. (Evaluate)3. Executive and midlevel management engagementFormulate the positioning of multiple projects in terms of providing strategic advice to top management and affected midlevel managers. (Create)4. PrioritizationPrioritize projects in terms of their criticality to the organization. (Evaluate)5. Performance measurement Design, support, and review the development of an overall measurement methodology to record the progress and ongoing status of projects and their overall impact on the organization. (Evaluate)6. MonitoringApply appropriate monitoring and control methodologies to ensure that consistent methods are used in tracking tasks and milestones. (Analyze)7. Status communicationDevelop and maintain communication techniques that will keep critical stakeholders and communities apprised of project status, results, and accountability. (Create)

10Certified Master Black Belt8. Supply/Demand managementGenerate accurate project supply/demand projections, associated resource requirements analysis, and mitigate any issues. (Create)9. Corrective actionFacilitate corrective actions and responses to customers about the corrective action and its impact. (Analyze)C. Project Portfolio Financial Tools1. Budgets and forecastsAssess and explain budget implications, forecasting, measurement, monitoring, risk analysis, and prioritization for portfolio level projects. (Evaluate)2. Costing conceptsDefine the concepts of hard and soft dollars and use cost of poor quality, activity-based costing, and other methods to assess and prioritize portfolios. (Apply)IV. Training Design and Delivery (10 questions)A. Training Needs AnalysisAssess the current level of knowledge and skills in each target group in relation to the skills and abilities that are needed. Determine the training requirements for each target group by using tools such as a gap analysis to compare actual performance with potential or desired performance. (Evaluate) B. Training Plan ElementsDesign training plans to close the knowledge and skills gaps. Refine the plans based on the number of people needing to be trained in a particular technique or skill, and whether multidisciplinary or multi-level competency training is appropriate. (Create)

C. Training Materials and Curriculum Development1. Training material sourcesDetermine whether to outsource the training or develop in-house, including considerations such as cost, availability of internal subject matter experts, and timing. (Analyze)2. Adult learning theoryDevelop or select training methods and resources that adhere to adult learning theories. (Analyze)3. IntegrationEnsure that the training harmonizes and leverages other tools and approaches being used and that it is aligned with the organizations strategic objectives and culture. (Evaluate)4. Training deliveryMonitor and measure training to ensure that it is delivered effectively and efficiently by qualified individuals. (Apply)D. Training Program Effectiveness Develop an evaluation plan to assess, verify, and improve the acquisition of required knowledge and skills within schedule, budget, and other constraints. (Create)V. Coaching and Mentoring Responsibilities (10 questions)A. Executives and Champions1. Scoping and resourcingCollaborate with executives and champions on scoping projects and selecting individuals and assignments for various projects. (Evaluate) 2. Executive reviewsCollaborate with executives and champions on reviewing projects, including timing, questions to ask, and setting expectations for project timing and completion. (Create)3. Leadership and communicationCoach executives and champions on the need for constancy of purpose and message, and the importance of using clear communication techniques and consistent messages. (Evaluate)4. FeedbackUse constructive techniques to provide feedback to champions and executives. (Evaluate)B. Teams and Individuals1. Belt coaching and mentoringDevelop a career progression ladder for belts. Assess their progress and provide constructive feedback to enable them to work effectively on team projects. Use coaching, mentoring, and intervention skills as needed, including canceling or reassigning projects if necessary. (Create)2. Project reviewsCreate guidelines and expectations for project reviews, and perform them in a timely manner. Assist project leaders in selecting appropriate content for presentation to management. (Create)3. Team facilitation and meeting managementPractice and teach meeting control, analyze team performance at various stages of team develop-ment, and support appropriate interventions for overcoming team challenges, including floundering, reviewing, and diagnosing failing projects. (Create)4. Non-belt coaching and mentoringDevelop information that will help non-belt project participants to advance their understanding of improvement initiatives and develop the necessary skills and knowledge to become effective belts. (Evaluate)

12Certified Master Black Belt12Certified Master Black BeltVI. Advanced Data Management and Analytic Methods (25 questions)A. Measurement Systems Analysis (MSA), Process Capability, and Control1. Propagation of errorsUse propagation of errors to evaluate measurement systems based on calculated values from multiple inputs. (Evaluate)2. Attribute (discrete) measurement systemsUse appropriate tools and methods (e.g., percent agreement, Kappa, Kendall, intra-class correlation coefficient) to analyze and interpret discrete measurement systems. (Evaluate)3. Variables (continuous) measurement systemsUse appropriate tools and methods (e.g., X – R, X – s, individual and moving range) based on control samples to analyze and interpret continuous measurement systems. (Evaluate)4. Destructive measurement systemsUse appropriate tools and methods to assess a destructive measurement system. (Analyze)5. Process capability for non-normal dataCalculate capability using Weibull and other methods for non-normal data. (Apply)6. Automated process control (APC) and statistical process control (SPC)Recognize when to use APC instead of or in conjunction with SPC. (Understand)B. Measuring and Modeling Relationships Between Variables1. Autocorrelation and forecastingIdentify autocorrelated data, including time-series modeling (e.g., ARIMA) and forecasting. (Analyze) 2. Multiple regression analysisApply and interpret multiple regression analysis, including using variance inflation factors (VIFs) to identify collinearity issues. (Analyze)3. Logistic regression analysisApply and interpret logistic regression analysis, including binary, ordinal, and nominal data considerations. (Analyze)4. Model fitting for nonlinear modelsApply and interpret fits of models that are nonlinear in the parameters. (Apply)5. General linear models (GLM)Apply and interpret GLMs such as ANOVA results (crossed, nested, and mixed models), simple linear regression, multiple regression, ANCOVA (analysis of covariance) and continuous MSA. (Apply)6. Components of variationSelect, calculate, and interpret components of variation and nested design studies. (Evaluate)7. SimulationApply simulation tools such as Monte Carlo, dynamic process simulation, and queuing theory. (Apply)8. Linear programmingUnderstand how linear programming principles, such as critical path analysis, can be used in modeling diverse types of problems (e.g., planning, routing, scheduling, assignment, design) to optimize system performance. (Understand)9. Reliability modelingUse reliability modeling and tools to enhance reliability of a product or process. (Apply)10. Qualitative analysisUse appropriate qualitative analysis tools (affinity diagrams, force field analysis) and analyze the results. (Analyze)

13Certified Master Black Belt13Certified Master Black BeltC. Design of Experiments (DOE)1. Factor relationship diagramApply and interpret factor relationship diagrams. (Apply)2. Complex blocking structuresRecognize other designs for handling more complex blocking structures, including Latin squares and balanced incomplete block designs (BIBD). (Understand)3. DOE approachesRecognize when to apply approaches such as screening designs (including Definitive Screening Designs), response surface methodology (RSM), mixture experiments, evolutionary operations (EVOP), split-plot designs, Taguchi designs, and computer-generated designs (e.g. D-optimal designs). (Understand)D. Data Management and Analytics1. Enterprise data managementRecognize and understand data management elements such as data governance, data architecture, data life-cycle management, data quality (accuracy, timeliness, consistency, completeness, uniqueness, validity, conformity, precision), meta data, master data, data privacy, and data security. (Understand)2. Data analyticsRecognize when to apply predictive analytic approaches such as decision trees (including random forest, boosted forest), neural networks, partial least squares, text analytics, image recognition, and pattern recognition (structured and unstructured data). (Understand)E. DFSS (Design for Six Sigma)DFSS tools: Recognize and understand tools such as QFD, TRIZ, morphology box, and axiomatic design to generate design concepts. (Understand)

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The background white individuals deserve to learn | Resources

continuously, around February of each and every yr, coinciding with Black heritage Month, you're going to hear individuals asking, “Why is rarely there a white background month?”

Do these individuals suggest we should condense all of the American heritage centering around white people to just one month and dedicate the other 11 to people of color? Of course no longer.

or not it's effectively approved that white historical past is taught, yr-circular, to the exclusion of minority histories. but the literal heritage of whiteness — how and when and why what it ability to be white became formulated -- is at all times disregarded. The development of the white id is a superb piece of social engineering. Its origins and heritage should be examined with a purpose to add a critical layer of complexity to a national dialog sorely lacking in nuance.

i'm guessing that's no longer what they imply, either.

In conversations about race, I've frequently tried and did not categorical the theory that whiteness is a social assemble. So, right here, in undeniable truth, is what I suggest:

The very suggestion of whiteness is relatively fresh in our human history, linked to the upward thrust of European colonialism and the Atlantic slave exchange in the 17th century as a method to differentiate the grasp from the slave. From its inception, "white" was not comfortably a separate race, but the advanced race. “White americans,” in opposition to non-whites or “colored” americans, have constituted a significant social class for less than just a few hundred years, and the theory of who is protected in that class has changed repeatedly. if you went returned to even just the beginning of the final century, you would witness a very diverse racial configuration of whites and non-whites. The fashioned white americans — these from England, certain areas of Western Europe, and the Nordic States — excluded different European immigrants from that category to disclaim them jobs, social standing, and prison privileges. it's no longer largely everyday in the U.S. that a couple of ethnic agencies, reminiscent of Germans, Italians, Russians and the Irish, have been excluded from whiteness and considered non-white as currently as the early twentieth century.

contributors of these companies every so often sued the state with the intention to be legally identified as white, so that they might entry a number of rights obtainable best to whites -- in particular American citizenship, which changed into then restricted, by the U.S. Naturalization law of 1790, to "free white persons" of “first rate personality.” legal professional John Tehranian writes in the Yale legislations Journal that petitioners could present a case based mostly no longer on epidermis colour, however on “religious practices, tradition, schooling, intermarriage and [their] group's role,” to are trying to comfy their admission to this elite social neighborhood and its accompanying merits.

greater than colour, it become class that defined race. For whiteness to preserve its superiority, membership needed to be strictly controlled. The “reward” of whiteness was bestowed on folks that may have enough money it, or when it was politically expedient. In his book “How the Irish became White,” Noel Ignatiev argues that Irish immigrants had been incorporated into whiteness with a view to suppress the economic competitiveness of free black laborers and undermine efforts to unite low-wage black and Irish americans into an financial bloc bent on unionizing labor. The aspiration to whiteness turned into exploited to politically and socially divide organizations that had extra similarities than differences. It changed into an apple dangled in entrance of working-class immigrant businesses, often as a reward for subjugating other businesses.

an absence of awareness of these information has lent credence to the erroneous perception that whiteness is inherent and has at all times existed, either as an precise biological difference or as a cohesive social grouping. Some nevertheless declare it is natural for whites to gravitate to their personal and that people are tribal and predisposed to congregate with their kind. it's easy, primary and herbal: White individuals have always been white americans. considering racial identification is for these other people.

those that establish as white should start considering their inheritance of this identity and bear in mind its implications. When what counts as your “own kind” adjustments so generally and is so prone to contemporaneous political schemes, it turns into unimaginable to argue an innate explanation for white exclusion. Whiteness become in no way about skin color or a natural inclination to stand with one's personal; it turned into designed to racialize power and with ease dehumanize outsiders and the enslaved. It has all the time been a calculated game with very precise economic motivations and merits.

This revelation should now not function as an excuse for these in corporations these days authorized as white to claim to take into account racism, to absolve themselves of white privilege or to deny that their forefathers, while no longer regarded white, had been nevertheless, in the hierarchy created by whites, responsible in flip for oppressing these “lessen” on the racial scale. right through the Civil war, Irish immigrants had been answerable for one of the most most violent assaults against freedmen within the North, such as the wave of lynchings all through the 1863 Draft Riots, during which “the vast majority of participants had been Irish,” in accordance with Eric Foner's publication “Reconstruction: the united states's Unfinished Revolution, 1863-1877” and a variety of different sources.  in accordance with historian Dominic Pacyga, Polish american citizens companies in Chicago and Detroit “worked to evade the mixing of blacks into their communities by using enforcing rigid housing segregation” out of a fear that black people would “start over them into a stronger social reputation position.”

in the back of every racial conversation is a posh heritage that extends to latest-day interactions and guidelines, and we get nowhere fast if giant swaths of our population have a restricted frame of reference. An knowing of whiteness may have averted the utter inability of some american citizens to recognise that “Hispanic” isn't a race — that white Hispanics do exist, George Zimmerman amongst them. This capabilities could have lessened the cries that Trayvon Martin's homicide couldn't had been racially inspired and could have ended in, if now not a simply verdict, a less painfully ignorant response from many white americans.

This comprehension of whiteness could additionally dissuade many white individuals of such detrimental and pervasive racial notions, comparable to, “Why is black pride adequate but white delight is racist?” If students are taught that whiteness is according to a background of exclusion, they may without difficulty see that there is nothing in the designation as “white” to be proud of. Being happy with being white doesn't suggest discovering your pale epidermis relatively or your Swedish historical past captivating. It ability being proud of the violent disenfranchisement of those barred from this class. Being pleased with being black ability being pleased with surviving this ostracism. Be proud to be Scottish, Norwegian or French, but no longer white.

notably, such an training could aid answer the question of whose problem contemporary racism truly is. The present divide is a white construction, and it is as much as white americans to do the imperative work to dismantle the device borne from the slave trade, as a substitute of ignoring it or telling americans of colour to “recover from” its extant legacy. Critics of white studies have claimed that this form of inquiry leads simplest to self-hatred and guilt. Leaving aside that fending off self-reflection out of worry of dangerous emotions is the direct enemy of private and highbrow boom, I agree that such an effect may still be resisted, because guilt is an unproductive emotion, and in simple terms feeling guilty is pleasant sufficient for some. My hope in writing this is that white americans will discover how it is they got here to be set apart from non-whites and choose what they plan to do about it.

So, yes, for one month, let's hear about white history, instructing ourselves and others. Let's expose whiteness as a fraudulent schema imposed as a method to justify economic and physical bondage. Let's try to find the centuries-ancient machinations that inform latest race members of the family and bind us in a stalemate of confusion. Then let's smash this total thing to pieces.

This piece is the latest in a collection by way of feminists of colour, curated by way of Roxane homosexual. To post to the collection, e-mail


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